Linfield-Good Samaritan School of Nursing Faculty Manual 2013-2014
Linfield-Good Samaritan School of Nursing Faculty Manual 2013-2014 Table of Contents Chapter I: School of Nursing Governing Policies School Of Nursing Faculty Assembly Governing Policies ................................................ 2 Linfield-Good Samaritan School Of Nursing Organizational Chart .................................. 9 Chapter II: Administrative Organization Linfield College Administrative Organizational Chart..................................................... 19 Linfield College Faculty Organizational Chart................................................................. 20 Linfield College Portland Campus Administrative Organizational Chart ........................ 21 Linfield-Good Samaritan School Of Nursing Organizational Chart ................................ 22 Chapter III: Position Descriptions Dean of Nursing ................................................................................................................ 24 Associate Dean of Nursing for Faculty and Program Development ................................. 27 Associate Dean of Nursing for Instructional Programs .................................................... 30 Clinical Facilities Administrator ....................................................................................... 32 Experiential Learning Center Director.............................................................................. 34 Simulation Program Director ............................................................................................ 36 Simulation Operations Manager ....................................................................................... 38 Senior Laboratory Coordinator ......................................................................................... 40 Experiential Learning Center Coordinator........................................................................ 42 Clinical Facilities and Project Coordinator to the School of Nursing .............................. 44 Administrative Assistant to the School of Nursing........................................................... 47 Full Time Tenure Track Faculty ....................................................................................... 49 Visiting Assistant Professor in Nursing ............................................................................ 54 Clinical Associate ............................................................................................................. 55 Adjunct Faculty (Nurse Educator Associate) ................................................................... 56 Nurse Educator Associate (Adjunct Faculty) Liaison ...................................................... 57 Course Lead In The RN-BSN Program ............................................................................ 59 Semester Coordinator........................................................................................................ 60 Integrated Experiential Learning Coordinator .................................................................. 62 Chapter IV: Nursing Department and College Committee/Council Membership School Of Nursing Faculty Assembly Members .............................................................. 66 Linfield College Faculty Standing Committee Membership ............................................ 68 Membership of School of Nursing Standing Committees (2013-2014) ........................... 69 Membership Of Clinical Advisory Council ...................................................................... 70 Membership Of Diversity And Inclusion Advisory Council ............................................ 72 Membership Of The College Advisory Committee On Diversity .................................... 73 i Table of Contents Membership Of The College Facilities Planning Committee ........................................... 74 Membership Of The College Linfield Curriculum (General Education Requirements) Working Groups ................................................................................. 75 Membership Of School Of Nursing Writing Task Force.................................................. 77 Linfield-Good Samaritan School Of Nursing Schedule Of Meetings 2013-2014 ............ 78 Chapter V: Curriculum Overview Of The Linfield-Good Samaritan School Of Nursing Program ....................... 80 The Essentials Of Baccalaureate Education For Professional Nursing Practice .............. 81 Code Of Ethics For Nurses ............................................................................................... 83 Standards Of Practice ........................................................................................................ 84 Linfield College Mission Statement ................................................................................. 86 Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement..................................................................................................................... 86 Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization ................................................... 88 Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education ....................................................................... 89 Linfield-Good Samaritan School Of Nursing Program Outcomes ................................... 91 Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program .................................. 92 Description Of Required Nursing Courses In The Generic BSN Program And RN-BSN Program And Summary Of Theory And Clinical Hours ..................... 98 Praxis In The Curriculum................................................................................................ 102 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model ....................... 102 Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms ............................................................................................... 104 Curriculum Glossary Of Terms ...................................................................................... 109 Chapter VI: Curriculum Plans Curriculum Plans ............................................................................................................ 120 Curriculum Plan For Generic BSN Program Nursing Student Entering Fall 2013..................................................................................................... 121 Curriculum Plan for Generic BSN Program Nursing Student Entering Spring 2014 ................................................................................................ 124 Curriculum Plan For Accelerated Generic BSN Program Nursing Student Entering Summer 2014 ............................................................................................. 127 Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Fall 2013..................................................................................................... 129 ii Table of Contents Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Spring 2014 ................................................................................................ 131 Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Summer 2014 ............................................................................................. 133 Chapter VII: Evaluation Overview Of Evaluation Plan ......................................................................................... 136 School Of Nursing Evaluation Plan ................................................................................ 137 Administration ................................................................................................................ 137 Faculty............................................................................................................................. 147 Students ........................................................................................................................... 166 Curriculum ...................................................................................................................... 175 Resources ........................................................................................................................ 182 Chapter VIII: School Of Nursing Development Plan Linfield-Good Samaritan School of Nursing Development Plan (2013-2016) ............. 202 Chapter IX: Nursing Faculty Policies And Procedures Faculty Documentation And Record Keeping ................................................................ 209 Application And Admission Procedure For Students Desiring To Transfer From Other Nursing Programs.................................................................................. 210 Academic Integrity.......................................................................................................... 211 Procedure For Violation Of Academic Integrity ............................................................ 211 Academic Integrity Violation Appeal ............................................................................. 211 Course Failure ................................................................................................................. 212 Progression Appeal ......................................................................................................... 213 Academic Grievance Procedure ...................................................................................... 213 Statement On Student Behavior ...................................................................................... 213 Incivility In Nursing Education ...................................................................................... 214 Accommodating Students With Disabilities ................................................................... 216 Testing Accommodations For Students In Special Circumstances ................................ 217 Faculty Member/Student Ratio Policy ............................................................................ 217 High Fidelity Simulation Clinical Hours Policy ............................................................. 218 Policy For Preparation In Online Teaching .................................................................... 218 Linfield-Good Samaritan School Of Nursing Online Course Expectations ................... 219 Linfield-Good Samaritan School Of Nursing Best Practices For Educators Teaching In Fully Online Courses ............................................................................ 220 Nursing Clinical Course Syllabus Format ...................................................................... 223 Nursing Theory Course Syllabus Format ....................................................................... 228 iii Table of Contents Linfield Curriculum (LC) Assessment And Syllabi ....................................................... 233 Integrative Learning Assessment .................................................................................... 233 Format Of Assigned Papers (APA Publication Manual) ................................................ 233 Standardized Medication Administration Profile ........................................................... 233 Pain Management Content In Curriculum ...................................................................... 233 Grading Policy For All Required Nursing Courses In The Curriculum ......................... 234 Copyright Permission...................................................................................................... 235 Incomplete Grade In Nursing Courses ............................................................................ 235 Student Handbook And Manual/Student Policies And Procedures ................................ 236 Submitting Agenda Items For School Of Nursing Faculty Assembly Meetings ............ 236 Format For School Of Nursing Minutes ......................................................................... 237 Documentation Protocol For Quality Improvement Committee Summary Reports In School Of Nursing Faculty Assembly Minutes ...................................... 237 Guidelines For Submitting Information For The Annual Report ................................... 237 Desk Copies Of Textbooks ............................................................................................. 238 Procedure For Requesting Media/Software Previews And/Or Purchases ...................... 238 Scheduling Classrooms And Conference Rooms ........................................................... 238 Communication Process For Experiential Learning Center Set-Ups ............................. 239 Procedure For Reserving The Experiential Learning Center Rooms, Equipment, And Supplies ............................................................................................................. 239 Faculty Orientation To The Experiential Learning Center ............................................. 239 Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards For The Learning Community ................................................................. 239 Clinical Nursing Skills Performance Evaluation Policy Statement ................................ 241 Clinical Agency Contact Person Model For Clinical Placement .................................... 242 Required Documents For Full-Time Nursing Faculty, Clinical Associates, And Nurse Educator Associates (Adjunct Faculty) .................................................. 242 Accident Reporting Procedure On Campus While Engaging In College Activity Or Clinical ................................................................................................................. 243 Workers Compensation Claim ........................................................................................ 245 Infection Prevention Policy............................................................................................. 245 Hand Hygiene Policy ...................................................................................................... 245 Automatic External Defibrillator (AED) ........................................................................ 247 EVOLVE (HESI) Standardized Exam Remediation Plan .............................................. 247 Preparation For The NCLEX-RN Licensure Examination ............................................. 247 Process For Student Inclusion In NCLEX-RN Preparation Plan.................................... 249 NCLEX-RN Examination Application Process .............................................................. 250 Nursing Student Application For CNA Certification ..................................................... 251 Inclement Weather Policy: Closure Or Late Opening ................................................... 251 Disaster Plan ................................................................................................................... 252 iv Table of Contents WebAdvisor (Academic Alerts, Posting Grades, Class Offerings And Rosters, Advising)..................................................................................................... 252 Academic Advisement .................................................................................................... 253 Honorarium For Presenting A Nursing Department Professional Development Seminar ............................................................................................... 253 Policy On Honoraria For Nurse Educator Associates (Adjunct Faculty) Grading Theory Essay Examinations........................................................................ 253 Policy On Compensating Faculty When Covering For Sickness, Death In The Family, Or Other Extreme Situations ................................................................ 254 Reimbursement For Clinical Travel................................................................................ 254 Reimbursement For Orientation To Clinical Sites.......................................................... 254 Malpractice Insurance ..................................................................................................... 254 College Liability Insurance ............................................................................................. 255 Program Grant Application And Reporting Policy ......................................................... 255 Linfield College Portland Campus Guidelines For Posting............................................ 256 Food And Beverages In Labs .......................................................................................... 257 Animal Policy ................................................................................................................. 257 Classroom Configuration ................................................................................................ 258 Faculty, Administrator And Staff Parking Registration ................................................. 258 Chapter X: Faculty Workload Linfield-Good Samaritan School Of Nursing Faculty Workload ................................... 261 Faculty Workload Calculations....................................................................................... 263 Workload Timeline And Procedure ................................................................................ 264 Workload Overload ......................................................................................................... 264 Twelve Month Contract For Nursing Faculty Members Policy ..................................... 264 Workload Document: Proposed Teaching Assignments ............................................... 265 Full-Time Faculty Academic/Experiential Background and Teaching Responsibilities (2013-2014) .................................................................................... 266 Linfield-Good Samaritan School Of Nursing Request For Clinical Adjunct Faculty (Nurse Educator Associate) Teaching Contract ........................................... 281 2013-2014 BSN Generic Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas ........................................................................................................ 282 2013-2014 RN-BSN Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas ........................................................................................................ 283 Chapter XI: Faculty Professional Development Sources Faculty Professional Development Sources.................................................................... 285 v Table of Contents Online Teaching Support Policy For Full-Time Faculty Teaching In RN-BSN Distance Education Program..................................................................................... 289 Doctoral Support Policy For Full-Time Tenured Faculty, Tenure-Track Faculty And Visiting Assistant Professors ............................................................... 289 School Of Nursing Professional Development Awards Application And Funding Process ........................................................................................................ 290 Trip Reports .................................................................................................................... 290 Coverage Of Teaching Responsibilities While Attending A Conference ...................... 290 Chapter XII: Appendices Toward Inclusive Excellence: Guidelines For Faculty, Administrator, And Staff Searches .................................................................................................... A-1 Guide To The Search Process For Nursing Faculty And Nursing Clinical Associates ................................................................................................................. A-2 Linfield–Good Samaritan School Of Nursing Search Committee Candidate Presentation Evaluation For Faculty Or Clinical Associate Position ....................... A-6 Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Full-Time Faculty (Including Visiting Assistant Professor In Nursing) .................. A-7 Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Clinical Associate ..................................................................................................... A-8 Guide To The Search Process For Nurse Educator Associate (Adjunct Faculty) .......... A-9 Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Nurse Educator Associate (Classroom Adjunct Faculty) ....................................... A-13 Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Nurse Educator Associate (Clinical Adjunct Faculty) ............................................ A-14 Linfield College: Student Appraisal Of Instruction ....................................................... B-1 Linfield College: Student Appraisal Of Clinical Instruction In Nursing ....................... B-3 Linfield-Good Samaritan School Of Nursing Guidelines For Professional Development And Linfield College Guidelines For Promotion And Tenure ........... C-1 Faculty Self-Appraisal, Including Professional Plan ...................................................... C-6 Colleague Appraisal ........................................................................................................ C-8 Linfield College Employee Self-Evaluation Form ......................................................... D-1 Linfield College Annual Employee Performance Review Instructions .......................... D-5 Linfield College Annual Employee Performance Review Form .................................... D-6 Evaluation Of Clinical Associate In Nursing: Self-Appraisal ........................................E-1 Evaluation Of Clinical Associate In Nursing By The Associate Dean Of Nursing For Faculty And Program Development ....................................................................E-2 Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator Associate (Adjunct Faculty): Self-Appraisal ............................................................ F-1 vi Table of Contents Evaluation Of Nurse Educator Associate (Clinical Adjunct Faculty) By Integrated Experiential Learning Coordinator ........................................................... F-2 Evaluation Of Nurse Educator Associate (Classroom Adjunct Faculty) By The Associate Dean Of Nursing For Faculty And Program Development ............... F-4 Evaluation Of Visiting Assistant Professor In Nursing: Self-Appraisal ......................... F-6 Evaluation Of Visiting Assistant Professor In Nursing By The Dean Of Nursing .......... F-7 Linfield-Good Samaritan School Of Nursing Procedure For Evaluating Clinical Teaching Associates (Preceptors) ............................................................... G-1 Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate (Preceptor) Evaluation By Faculty............................................................................ G-3 Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate (Preceptor) Evaluation By Student ........................................................................... G-6 Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate Clinical Teaching Associate (Preceptor) .................................................................. G-8 Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or Terminating Clinical Teaching Associate (Preceptor) .............................................. G-9 Request By Faculty For New Clinical Agency Affiliation ............................................. H-1 Linfield College Clinical Affiliation Agreement ............................................................ H-2 Clinical Teaching Associate (Preceptor) Selection Criteria ......................................... H-14 Linfield-Good Samaritan School Of Nursing Procedure For Placement Of Student Nurses In Local Clinical Agencies ............................................................ H-15 Linfield-Good Samaritan School Of Nursing Procedure For Placement Of Student Nurses In National Clinical Agencies........................................................ H-17 Linfield-Good Samaritan School Of Nursing Procedure For Placement Of RN-BSN Students In International Clinical Agencies ............................................ H-18 Linfield-Good Samaritan School Of Nursing Application Checklist For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program ............................................................................................... H-19 Linfield-Good Samaritan School Of Nursing Application For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program ................................................................................................... H-20 Linfield-Good Samaritan School Of Nursing Description Of Student Responsibilities For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program ........................................................ H-22 Linfield-Good Samaritan School Of Nursing Recommendation For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program ................................................................................................................... H-25 Linfield-Good Samaritan School Of Nursing Consent For Release Of Information For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program ........................................................ H-27 vii Table of Contents Linfield-Good Samaritan School Of Nursing Procedure For Evaluating Clinical Sites ........................................................................................................... H-28 Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By Faculty ............................................................................................................... H-29 Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By Student ............................................................................................................... H-30 Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate A Clinical Site ......................................................................................................... H-31 Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or Terminating Clinical Sites ...................................................................................... H-32 Linfield-Good Samaritan School Of Nursing Experiential Learning Center Evaluation Form.......................................................................................................... I-1 Linfield-Good Samaritan School Of Nursing High Fidelity Simulation Evaluation By Student ................................................................................................ I-2 Faculty Evaluation Of Student Clinical Performance In Courses ................................... J-1 Student Self-Evaluation Of Clinical Performance In Courses ......................................... J-3 Linfield-Good Samaritan School Of Nursing Student Appraisal Of Course .................. K-1 Linfield-Good Samaritan School Of Nursing Faculty Evaluation Of Course ................ K-2 Linfield-Good Samaritan School Of Nursing Employer Satisfaction Of Linfield College BSN Graduates Survey (Spring 2014)............................................L-1 Linfield-Good Samaritan School Of Nursing Nurse Educator Associate (Adjunct Faculty) Evaluation Of School Of Nursing Support................................. M-1 Linfield-Good Samaritan School of Nursing Clinical Teaching Associate (Preceptor) Evaluation Of School Of Nursing Support ........................................... M-6 Linfield-Good Samaritan School Of Nursing Evaluation Of Articulation Process With Associate Degree Nursing Programs .................................................. N-1 Linfield College Foundational Education Principles ...................................................... O-1 Linfield Curriculum (General Education Requirements) ............................................... O-2 Linfield Curriculum (LC) Catalog Descriptions, Learning Outcomes, And Rubrics ...................................................................................................................... O-5 Paracurriculum Courses (Requirement) ........................................................................ O-19 January Term International Travel Courses .................................................................. O-19 Nursing Elective Courses .............................................................................................. O-19 Medication Administration Profile .................................................................................. P-1 Praxis Orientation ........................................................................................................... Q-1 AACN Guidelines For Accommodating Students With Disabilities In Schools Of Nursing ................................................................................................... R-1 Application For Learning Support Services Courtesy Testing Accommodations ........... S-1 Incomplete Grade Contract ..............................................................................................T-1 viii Table of Contents Communication Process For Experiential Learning Center (Nursing Lab) Set-Ups...................................................................................................................... U-1 Request Form For Experiential Learning Center Rooms, Equipment, And Supplies ..................................................................................................................... U-3 Faculty Orientation To The Experiential Learning Center ............................................. U-4 Linfield-Good Samaritan School Of Nursing Health Passport Process For Students, Faculty Members, Clinical Associates, And Nurse Educator Associates (Clinical Adjunct Faculty) ...................................................................... V-1 Faculty Members, Clinical Associates, And Nurse Educator Associates (Clinical Adjunct Faculty) Health Passport Requirements ...................................................... V-4 Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review Of Symptoms ............................................................................................................ V-7 Linfield-Good Samaritan School Of Nursing Hepatitis Immunization And Waiver Form For Faculty.......................................................................................... V-8 Linfield-Good Samaritan School Of Nursing Criminal Background Check Review ...................................................................................................................... V-9 Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing Students ................................................................................................................... V-11 Occupational Safety And Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan ............................................................................................ V-13 Accident Reporting Procedure For Linfield College, Portland Campus ....................... W-1 Linfield College Incident Investigation & Analysis Report .......................................... W-4 Linfield-Good Samaritan School of Nursing Clinical Incident Report ......................... W-6 Linfield-Good Samaritan School Of Nursing Blood Borne Pathogens Exposure Incident Reporting Form .......................................................................................... W-7 Worker’s Compensation Claim: Report Of Job Injury or Illness ................................. W-8 Work Tolerance Report................................................................................................ W-10 Linfield College-Portland Campus Expense Report Form ............................................. X-1 Linfield College-Portland Campus Travel Authorization Request ................................. X-2 Linfield-Good Samaritan School Of Nursing Faculty Notification Of Planned Absence ....................................................................................................... Y-1 Portland Campus Faculty And Staff Orientation Checklist .............................................Z-1 Portland Campus Faculty And Staff Orientation Effectiveness And Improvement Feedback Form...........................................................................................................Z-3 Academic Advising ....................................................................................................... A-1-i Advisor/Advisee Relationship And Responsibilities ...................................................A-1-ii Recommendations For Academic Faculty Advisor .................................................... A-1-iv Linfield-Good Samaritan School Of Nursing Summary Of Faculty And Program Grants Since 2008 .................................................................................... B-1-i Process For Student Communication Of Academic Integrity Grievance ..................... C-1-i ix Table of Contents Process For Student Communication If Unsuccessful In Passing A Nursing Course ...................................................................................................... C-1-ii Process For Generic BSN Student Communication Of Academic Grievance ........... C-1-iii Process For RN-BSN Student Communication Of Academic Grievance .................. C-1-iv x Preface Linfield College is an equal opportunity employer in faculty and staff recruitment and hiring. The School of Nursing does not discriminate on the basis of age, gender, sexual orientation, race, color, religion, marital status, national origin or disability in its educational programs, admissions, activities, or employment policies. Reasonable accommodation will be made for students with disabilities. Linfield College is regionally accredited by the Northwest Commission on Colleges and Universities. The Linfield-Good Samaritan School of Nursing program is fully accredited by the Commission on Collegiate Nursing Education and the Oregon State Board of Nursing until June 30, 2014. The Commission on Collegiate Nursing Education (CCNE), which is the accrediting branch of the American Association of Colleges of Nursing (AACN), granted the baccalaureate degree program of Linfield-Good Samaritan School of Nursing accreditation for ten years, the maximum term possible. At its April 21, 2004 meeting, the CCNE Board of Commissioners determined that the nursing program met all accreditation standards and made no recommendations regarding any program elements. (See, The American Association of Colleges of Nursing Website: www.aacn.nche.edu.) The Oregon State Board of Nursing (OSBN) has also granted Linfield-Good Samaritan School of Nursing full accreditation for ten years and awarded the School several accommodations. (See, Oregon State Board of Nursing Website: www.osbn.state.or.us.) xi Chapter I: School of Nursing Governing Policies Faculty Manual 1 2013-2014 Edition School Of Nursing Faculty Assembly Governing Policies Adopted 1987, and most recently revised and approved 04/15/13 by the Faculty Assembly of the Linfield-Good Samaritan School of Nursing. Article I. Membership Section 1: Members shall include the Dean of Nursing, the two Associate Deans of Nursing, the Portland Campus Library Director, and the teaching staff, as defined in the Bylaws of the Faculty Assembly of Linfield College, who are faculty of the Linfield-Good Samaritan School of Nursing. Section 2: Voting Privileges a. Faculty members holding an administrative position, administrative positions in the School of Nursing that include a teaching component and Visiting Professors are eligible to vote. b. Two nursing student representatives to the Faculty Assembly of the School of Nursing meetings are selected by Associated Students of Linfield CollegePortland Campus (student government). The student representatives may speak but are not eligible to vote. c. Nurse Educator Associates (Adjunct Faculty), who are not members of the Faculty Assembly of Linfield College by virtue of the fact that they do not hold academic rank nor teach at least 40 percent of a full teaching load, may also speak but are not eligible to vote. d. The Experiential Learning Center Director, the Experiential Learning Center Coordinator, the Simulation Program Director, the Simulation Operations Manager, the Senior Laboratory Coordinator, and the Clinical Facilities Administrator may attend and speak but are not eligible to vote. e. The Administrative Coordinator, and the Administrative Assistants of the School of Nursing may attend and speak but are not eligible to vote. f. Normally, meetings of the Faculty Assembly of the School of Nursing shall be open to all members of the College community. Permission to speak on a particular item of business may be granted to any non-member by a majority vote of the nursing faculty members present. Faculty Manual 2 2013-2014 Edition Article II. Officers and Meetings Section 1: The Dean of Nursing shall be the Chairperson at all regular and special meetings. In the Dean of Nursing’s absence, one of the Associate Deans of Nursing shall preside. Section 2: Regular meetings of the Faculty Assembly of the School of Nursing shall be held at least twice each month during Fall and Spring semesters. If the load of business requires it, additional regular meetings shall be scheduled. Section 3: The Dean of Nursing may call special meetings. It is the responsibility of the Dean of Nursing to make every reasonable effort to notify all voting members of the time and place of the meeting and of its agenda. Notification should precede the meeting by at least five calendar days. In the event of an emergency, the Dean of Nursing may call a special meeting with less than the five days prior notice. In the Dean of Nursing’s absence, one of the Associate Deans of Nursing can convene an emergency meeting. Section 4: The Dean of Nursing will determine which items of business are appropriate for e-mail/memo discussion and ballot vote. The Dean of Nursing will be responsible for circulating the motion along with a written rationale. A deadline for faculty members' responses will be stated in writing, usually within two weeks from the date of the e-mail/memo. The Dean of Nursing will be responsible for notifying faculty members of the final decision, and for documenting that decision in the book of minutes. Section 5: A quorum for the conduct of business (regular meetings, special meetings, and email/ballots) on which a vote is to be taken shall be 50 percent of the School of Nursing members eligible to vote. Decisions will be made by simple majority vote. The Dean of Nursing shall honor a request for a written ballot from any faculty member provided the request is made prior to the call for a vote. Section 6: Proceedings of the Faculty Assembly of the School of Nursing are official School of Nursing business and actions voted by the nursing faculty members within the area of its responsibility have the force of legislation subject to further approval, if necessary, by the Faculty Assembly of Linfield College or the College administration. It is the responsibility of the office of the Dean of Nursing to maintain a complete and accessible file of minutes of the proceedings. The Administrative Assistant to the School of Nursing shall take and distribute minutes of all regular meetings of the Faculty Assembly of the School of Nursing. Faculty Manual 3 2013-2014 Edition Section 7: Regular and special business meetings shall be conducted in accordance with standard parliamentary procedure, using the most current edition of Robert's Rules of Order as the parliamentary authority. The parliamentarian of the Faculty Assembly of the School of Nursing shall serve for two years and shall pronounce on matters of procedure. Open discussion without formal rules of procedure may be accomplished by convening as the committee of the whole or by calling of a forum meeting. Section 8: The Faculty Assembly reserves the right to call an executive session, excluding all persons except voting members. Section 9: A new item of business having to do with substantial changes in policy or procedure shall not be voted on at the time in which it is introduced, but at the announced subsequent decision point at least five days later, unless this rule be waived by two-thirds of the voting members present. Article III. Clinical Advisory Council Section 1: The purpose of the Clinical Advisory Council is for nurses from the community to provide counsel to the School of Nursing concerning the nursing curriculum, the changing health care system, community health care needs, and expectations of Linfield-Good Samaritan School of Nursing graduates. Section 2: The Associate Dean of Nursing for Faculty and Program Development and the Clinical Facilities Administrator co-chair the Council. The Council shall consist of the Dean of Nursing, the two Associate Deans of Nursing, the Clinical Facilities Administrator, the Experiential Learning Center Director, the Simulation Program Director and faculty members, at least two nursing students, a representative of the Oregon State Board of Nursing, and members of the nursing community who represent clinical nursing specialties, and local health care agencies where students have clinical experience and graduates are employed. Section 3: The Council shall meet at least once a year. Article IV. Diversity and Inclusion Advisory Council Section 1: The purpose of the Diversity and Inclusion Advisory Council is to provide the School of Nursing with guidance and expertise on culturally relevant curriculum issues, as well as the recruitment and retention of students, staff, and faculty of diverse backgrounds, especially areas underrepresented in nursing and healthcare. The primary responsibility of community members on the Diversity and Inclusion Advisory Council is to serve as ambassadors to the Portland-metro community in Faculty Manual 4 2013-2014 Edition their current community roles and provide feedback regarding the School of Nursing’s diversity efforts. Section 2: The Associate Dean of Nursing for Faculty and Program Development and the Director of Inclusion and Access co-chair the Council. The Council shall consist of the Dean of Nursing, the two Associate Deans of Nursing, the Director of Inclusion and Access, the chairperson of the School of Nursing Admissions, Progressions, Honors, and Graduation Committee, at least two other faculty members, at least two nursing students, and at least seven external stakeholders, of which at least two are alumni, representing diverse backgrounds to include various cultural, racial, religious, ethnic, age, gender, sexual orientation, physical and mental ability, and social or economic status constituencies. The community members of the Council should be actively engaged with diverse populations and be interested in promoting diversity efforts in their respective fields whether they are related to healthcare or higher education. Section 3: The Council shall meet at least once a year. Article V. RN-BSN Program Committee Section 1: The purpose of the RN-BSN Program Committee is to facilitate the effective functioning of the RN-BSN program. This includes making policy recommendations to the appropriate standing committee of the School of Nursing or the Faculty Assembly of the School of Nursing. The chairperson shall submit an annual report to the Faculty Assembly of the School of Nursing. Section 2: The Associate Dean of Nursing for Faculty and Program Development and the Associate Dean of Nursing for Instructional Programs co-chair the committee. The committee shall consist of the Dean of Nursing, the Associate Dean of Nursing for Faculty and Program Development, the Associate Dean of Nursing for Instructional Programs, full-time faculty teaching in the RN-BSN program, the Division of Continuing Education designated RN-BSN academic advisor, and the Administrative Coordinator of the School of Nursing. Section 3: The committee shall meet at least once a month. Faculty Manual 5 2013-2014 Edition Article VI. Administrative Council Section 1: The purpose of the Administrative Council is to facilitate the administrative operation of the School of Nursing. Section 2: The Dean of the School of Nursing chairs the Council. The Council shall consist of the Dean of Nursing, the Associate Dean of Nursing for Instructional Programs, the Associate Dean of Nursing for Faculty and Program Development, the Administrative Assistants of the School of Nursing, and the Administrative Coordinator of the School of Nursing. Section 3: The Dean of Nursing, the Associate Dean of Nursing for Instructional Programs, and the Associate Dean of Nursing for Faculty and Program Development shall meet on a regularly scheduled basis. The Administrative Assistants of the School of Nursing and the Administrative Coordinator of the School of Nursing are included in meetings once a month. Article VII. School of Nursing Structure The Dean of Nursing serves as administrative leader of the School of Nursing and collaborates with the faculty members in decisions regarding operations of the School. The two Associate Deans of Nursing collaborate with the Dean of Nursing in the administration of the School of Nursing and are accountable to the Dean of Nursing and the faculty. The faculty members are responsible for the curriculum of the School of Nursing and are accountable to the Dean of Nursing. Faculty committees are responsible for the work required to implement and evaluate the curriculum and report to and make recommendations for decisions to the Faculty Assembly of the School of Nursing (see, committee descriptions in Article VIII, Section 2). Nurse Educator Associates (Adjunct Faculty) are part-time faculty responsible for classroom and/or clinical teaching. Nurse Educator Associates (Adjunct Faculty) responsible for classroom teaching are accountable to the Associate Dean of Nursing for Faculty and Program Development, and those responsible for clinical teaching are accountable to the Integrated Experiential Learning Coordinator. Course Leads in the RN-BSN program are faculty members responsible for coordinating the content of an assigned theory course with faculty teaching different sections of the course. They collaborate with the Curriculum Committee. Course Leads are accountable to the Dean of Nursing and the faculty members. Faculty Manual 6 2013-2014 Edition Integrated Experiential Learning Coordinators are faculty members responsible for facilitating curriculum integrity in collaboration with the Semester Coordinators, and coordination of clinical faculty and integrated experiential learning activities. Integrated Experiential Learning Coordinators are accountable to the Dean of Nursing and the faculty members. Semester Coordinators are faculty members responsible for facilitating curriculum integrity in collaboration with the Integrated Experiential Learning Coordinators and the Curriculum Committee. Semester Coordinators are accountable to the Dean of Nursing and the faculty members. Clinical Associates are responsible for clinical instruction, assistance with theory instruction and the assumption of duties determined by the Dean of Nursing. They are accountable to the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and the faculty members. The Nurse Educator Associate (Adjunct Faculty) liaison collaborates with the Dean of Nursing, the Associate Dean of Nursing for Faculty and Program Development, the Experiential Learning Coordinators, and the Faculty Development committee in meeting assigned responsibilities related to Nurse Educator Associates (adjunct faculty). The Clinical Facilities Administrator is responsible for coordination of clinical facilities and is accountable to the Associate Dean of Nursing for Instructional Programs and faculty members. The Experiential Learning Center Director is responsible for the operation of the Experiential Learning Center in collaboration with the Integrated Experiential Learning Coordinators and is accountable to the Associate Dean of Nursing for Instructional Programs. The Experiential Learning Center Coordinator assists the Experiential Learning Center Director to ensure efficient functioning of the Experiential Learning Center and is accountable to the Experiential Learning Center Director. The Simulation Program Director oversees the high fidelity simulation program and is accountable to the Experiential Learning Center Director. The Simulation Operations Manager and the Senior Laboratory Coordinator assist the Simulation Program Director with the technological aspects of High Fidelity Simulation, and are accountable to the Experiential Learning Center Director. The Administrative Assistants to the School of Nursing provide support services to the Dean of Nursing, faculty and administrators, and are accountable to the Dean of Nursing. Faculty Manual 7 2013-2014 Edition The Clinical Facilities and Project Coordinator to the School of Nursing provides support services to the Dean of Nursing, faculty and administrators, and is accountable to the Dean of Nursing. Faculty Manual 8 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Organizational Chart Revised: 06/25/13 Faculty Manual 9 2013-2014 Edition Article VIII. Committees Of The Faculty Assembly Of Linfield-Good Samaritan School Of Nursing Section 1: Selection and Operation All committees of the Faculty Assembly of the School of Nursing are accountable to nursing faculty members in the discharge of their curricular and other responsibilities within the School. Each committee functions according to its statement of purpose below. Each year faculty members are elected to fill committee membership vacancies for two-year terms. A faculty member may serve a maximum of two consecutive terms on a committee. The nursing faculty members shall nominate membership for School of Nursing committees at a March meeting of the School of Nursing, and vote on committee membership at an April meeting of the School of Nursing. Ex-officio members of committees serve as advisors and are non-voting. Each nursing committee shall have two nursing student members selected each year by Associated Students of Linfield College-Portland Campus (student government) for a one-year term. A student may serve a maximum of two consecutive terms on a committee. Student representatives on committees are voting members. The School of Nursing faculty members shall be authorized to make changes in committee appointments where it is deemed advisable. Whenever a member of a committee is unable to attend meetings of the committee, it is that person's responsibility to so notify the committee Chairperson. The last individual to chair each committee shall be responsible for convening the newly elected committee in May, passing on the agenda, explaining the committee's role to new members, and electing the new Chairperson. The new Chairperson must be a nursing member of the Faculty Assembly elected to serve on the committee. Accurate minutes will be maintained of all committee proceedings. It is the responsibility of the Chairperson of each committee to maintain a complete and accessible file of minutes and attachments of the proceedings. The Chairperson of each committee will submit an Annual Report to the Dean of Nursing each June for the closing academic year. Note: The Chairperson of the Curriculum Committee shall receive 2 load units per semester (4 load units per year) for curriculum coordination. The Chairperson of the Quality Improvement Committee shall receive 2 load units per semester (4 load units per year) for evaluation data analyses and reports. Faculty Manual 10 2013-2014 Edition Section 2: Description of Committees Admissions, Progressions, Honors, and Graduation Committee Area of Focus Admission, progression, honors and graduation Purpose To recommend policies and standards; and review factors relating to recruitment, advising, selection, admission, retention, advanced placement, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. The Committee: 1. Recommends to the Faculty Assembly of the School of Nursing changes in the standards for College admission. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee with the approval of the Dean of Nursing, directs the proposal to the College Student Policies Committee. 2. Recommends to the Faculty Assembly of the School of Nursing changes in policies and standards related to recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation of nursing students. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee, with the approval of the Dean of Nursing, directs proposals concerning recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, and transfer to the College Student Policies Committee, and proposals concerning honors and graduation to the College Curriculum Committee. 3. Acts on petitions for admission, readmission, retention or progression in the nursing major as appropriate under existing policies. 4. Instructs the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education to deny registration in nursing courses for which the student has not met prerequisites. 5. If needed, clarifies for faculty policies affecting student recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation. 6. Reviews statistics provided by the Assistant Director of Registration and Records and the Associate Registrar in the Division of Continuing Education on the number of students entering, graduating, length of time in the program, withdrawals and at risk students to determine the ability of students to meet course, level and program outcomes. Faculty Manual 11 2013-2014 Edition 7. Reviews effectiveness of recruitment and student support services in recruiting and retaining a diverse student population and achieving the School of Nursing vision, mission, philosophy, and program outcomes. 8. Solicits nominations from the nursing faculty members for senior student awards. 9. Reviews essays for departmental competitive scholarships and determines awards. 10. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Admissions, Progressions, Honors, and Graduation Committee. Membership (3 faculty; 2 students; 6 ex officio without vote): Three nursing faculty, one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, the Director of Enrollment Services, the Associate Registrar in the Division of Continuing Education, and the Assistant Director of Registration and Records serve as ex officio members. Faculty Manual 12 2013-2014 Edition Curriculum Committee Area of Focus Curriculum Purpose To develop and implement curricular policies as directed by the Faculty Assembly of the School of Nursing. The Committee: 1. Seeks input from the College Curriculum Committee, Clinical Advisory Council, and Diversity and Inclusion Advisory Council concerning the nursing curriculum, as well as current trends and needs in nursing education. 2. Reviews the School of Nursing vision, mission, philosophy, and program outcomes for congruence with the College mission, professional nursing standards and guidelines, the needs and expectations of the community, faculty beliefs, and current trends and needs in nursing education. 3. Reviews congruence of School of Nursing course and level outcomes with program outcomes and School of Nursing vision, mission, and philosophy. 4. Evaluates effectiveness of the curriculum design, sequencing, and scheduling in achieving program outcomes. 5. Evaluates proposals for curricular changes relating to the nursing major and support courses to the major in terms of compatibility with the School of Nursing vision, mission, philosophy, and program outcomes. 6. Recommends curricular revisions to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the committee, with the approval of the Dean of Nursing, directs the proposal to the College Curriculum Committee. 7. Recommends to the Faculty Assembly of the School of Nursing measures to strengthen the curriculum based on evaluation and research findings. 8. Reviews the effectiveness of nursing courses in meeting course, level and program outcomes and integrating critical nursing practice concepts as well as essential methods of inquiry. Forwards recommendations to the Faculty Assembly of the School of Nursing for action. 9. Reviews new course proposals and course revisions submitted by Nursing Faculty to determine need and contribution to achievement of program outcomes, forwarding Faculty Manual 13 2013-2014 Edition recommendations to the Faculty Assembly of the School of Nursing for action. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, directs the proposals to the College Curriculum Committee. 10. Examines the effectiveness of course assessment methods in evaluating course outcomes. 11. Maintains continuity in education delivery to ensure achievement of level outcomes. 12. Examines internal and external assessment sources to evaluate the curriculum. 13. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Curriculum Committee. Membership (6 faculty; 2 students; 4 ex officio without vote): Four nursing faculty, who are Semester Coordinators, assigned on a yearly basis by the Dean of Nursing. Two nursing faculty, one of whom teaches in the RN-BSN program, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Experiential Learning Center Director serve as ex officio members. Faculty Manual 14 2013-2014 Edition Faculty Development Committee Area of Focus Professional development. Purpose To facilitate faculty development. The Committee: 1. Prepares a monthly program of faculty development and a yearly retreat based on nursing faculty members’ needs and interests, as well as input from the Dean of Nursing. 2. Prepares faculty development programs for Nurse Educator Associates (Clinical Adjunct Faculty) in conjunction with the Nurse Educator Associate (Adjunct Faculty) Liaison. 3. Nominates one member of the committee to oversee the New Faculty Learning Community, which includes the faculty mentoring program designed to assist new faculty. 4. Assesses faculty development needs and the effectiveness of programs in meeting identified needs. 5. Provides representation to the Northwest Nursing Education Institute. 6. In conjunction with the Dean of Nursing, provides orientation of new faculty to the curriculum and learner centered education. 7. Collaborates with the Faculty Development Subcommittee of the College Faculty Personnel Committee to implement College professional development programs. 8. Updates the Praxis Orientation in the Nursing Faculty Manual. 9. Implements that portion of the evaluation plan pertaining to the specified responsibilities of the Faculty Development Committee. Membership (3 faculty; 2 students; 3 ex officio without vote): Three nursing faculty, one of whom is tenured, elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing and the two Associate Deans of Nursing serve as ex officio members. Faculty Manual 15 2013-2014 Edition Quality Improvement Committee Area of Focus Quality Improvement Purpose To monitor the quality of the nursing program, and promote improvement of the teachinglearning process and facilities on campus and in the community. The Committee: 1. Oversees yearly review and implementation of the Evaluation Plan for the School of Nursing. 2. Notifies appropriate individuals and/or committees of evaluation deadlines. 3. Recommends changes in the Evaluation Plan to the Faculty Assembly of the School of Nursing. 4. Collects and analyzes assessment data as requested by the School of Nursing, reporting findings to the Faculty Assembly of the School of Nursing. 5. Maintains files of collected and analyzed assessment data. 6. Assesses the adequacy of library and educational media resources as well as other instructional resources including the use of information technology. 7. Monitors the adequacy of clinical sites and clinical teaching associates (preceptors) in consultation with the Clinical Facilities Administrator and the faculty. 8. Reviews yearly the School of Nursing Governing Policies, and recommends to the Nursing Faculty Assembly amendments to the policies. If approved by the Faculty Assembly of the School of Nursing, the Chairperson of the Committee, with the approval of the Dean of Nursing, refers the amendments to the College Faculty Executive Council to review for consistency with the Linfield College Faculty Handbook. 9. Implements that portion of the Evaluation Plan pertaining to the specified responsibilities of the Quality Improvement Committee. Membership (5 faculty; 2 students; 4 ex officio without vote): Five nursing faculty elected by the Faculty Assembly of the School of Nursing to two-year terms. Two nursing students selected by Associated Students of Linfield College-Portland Campus (student government). The Dean of Nursing, the two Associate Deans of Nursing, and the Clinical Facilities Administrator serve as ex officio members. Faculty Manual 16 2013-2014 Edition Ad Hoc Committees and Task Groups Ad hoc committees and task groups may be established by the Faculty Assembly of the School of Nursing for specific purposes and shall have a mandate for at most two academic years after its creation by the Faculty Assembly of the School of Nursing. Article IX: Amendments An amendment to the Governing Policies of the Faculty Assembly of the School of Nursing shall not be voted on at the time in which it is introduced, but at an announced subsequent decision point at least five days later. Amendments to the Governing Policies require an affirmative vote of two-thirds of the votes cast, a quorum having been established. Article X: Nursing Faculty Manual and Nursing Student Manual It is the responsibility of the Associate Dean of Nursing for Faculty and Program Development and the Administrative Assistant to the School of Nursing to meet yearly, between the last Faculty Assembly of the School of Nursing meeting in the Spring semester and the first Faculty Assembly meeting in the Fall, to make sure all policy statements and Faculty Assembly motions have been incorporated into the Nursing Faculty Manual and the Nursing Student Manual. It is the responsibility of the Dean of Nursing and the Administrative Assistant to the School of Nursing to ensure that faculty members and students are notified of revisions through email, as well as, have access to the Web edition of the manuals during the course of the year policies and motions were passed by the Faculty Assembly of the School of Nursing. Article XI: Other Elected Positions of Responsibility A nursing faculty member shall be elected to the following position of responsibility for a twoyear term. A faculty member shall serve a maximum of two consecutive terms in this position. Parliamentarian of the Faculty Assembly of the School of Nursing The Parliamentarian advises the Chairperson and members of the Faculty Assembly of the School of Nursing on points of parliamentary procedure, using the most current edition of Robert's Rules of Order, the Bylaws of the Faculty Assembly of Linfield College, and the Governing Policies of the Faculty Assembly of the Faculty Manual 17 2013-2014 Edition Chapter II: Administrative Organization Faculty Manual 18 2013-2014 Edition Linfield College Administrative Organizational Chart Faculty Manual 19 2013-2014 Edition Linfield College Faculty Organizational Chart 06/25/13 Faculty Manual 20 2013-2014 Edition Linfield College Portland Campus Administrative Organizational Chart Revised: 08/17/13 Faculty Manual 21 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Organizational Chart Revised: 06/25/13 Faculty Manual 22 2013-2014 Edition Chapter III: Position Descriptions Faculty Manual 23 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Dean of Nursing Position Title: Dean of Nursing Reports To: Vice President for Academic Affairs/Vice President for Academic Affairs/Dean of Faculty Full Time Equivalent (FTE): 1.0 Date Approved: 01/2012 Last Date Reviewed/Revised: 03/01/13 Position Summary: As the chief academic officer of the School of Nursing, the Dean of Nursing provides vision and leadership while representing the interests of the School of Nursing. The Dean of Nursing is responsible to the Vice President for Academic Affairs/Dean of Faculty and the nursing department. Responsibilities: 1. 2. 3. 4. 5. 6. 7. Provides leadership, motivation and direction to the nursing faculty and administrators in order to determine and accomplish the College and School of Nursing missions and nursing program outcomes. Ensures the School of Nursing operates according to appropriate professional, legal and ethical standards. Facilitates planning, implementation and evaluation of the nursing program to enhance educational quality, including curriculum and instructional delivery. Creates and maintains an environment conducive to teaching and learning, including oversight of allocation of nursing faculty workload, assignments and scheduling of nursing courses. Creates and maintains an environment conducive to faculty scholarship and practice. Facilitates nursing faculty professional development. Participates in College policy and program decisions that affect teaching and learning within the nursing program; conveys College policies and actions to the School of Nursing; and oversees the submission of policy recommendations from the School of Nursing to College committees. Ensures that nursing program policies and procedures are congruent with those of the College, are reviewed periodically, and are accurately published. Acts as a liaison to the Oregon Board of Nursing (OSBN) and the Commission on Collegiate Nursing Education (CCNE) to ensure compliance with required elements of OSBN regulations and CCNE standards. Represents the School of Nursing in state, regional and national nursing organizations; implements collaborative relationships with regional nursing programs. Works actively to promote professional nursing education, practice and research. Collaborates with clinical agency partners and multicultural groups from the community to improve the nursing program; and involves nursing faculty, administrators and students in School of Nursing decision making and activities. Faculty Manual 24 2013-2014 Edition 8. 9. 10. 11. 12. 13. 14. Serves as liaison with and a conduit between College administrators on the McMinnville and Portland campuses, department heads, and student service units, as well as with the School of Nursing Department and Legacy Health. Prepares, recommends and administers the annual budget for the School of Nursing with input from nursing faculty, administrators and staff. Authorizes expenditures and promotes School of Nursing cost-effectiveness. Evaluates the adequacy of preparation, experience and diversity of nursing faculty, administrators and staff members; recommends appropriate staffing levels in all areas. Recommends nursing faculty member appointment, promotion, tenure and retention. Participates in nursing faculty member performance review and facilitates nursing faculty development. Supervises, mentors and evaluates nursing administrators and staff. Enforces academic standards and nursing faculty responsibilities, and protects the rights of nursing faculty. Collaborates with nursing administrators and faculty to recruit, orient, advise and retain nursing students. In concert with Linfield College Relations actively pursues foundation and other forms of external funding to support the programs of the School of Nursing. Maintains an active scholarly life, provides community service, and teaches courses periodically to maintain professional competence in teaching and identification with faculty, students, and classroom issues. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. 9. Master’s degree in nursing Doctoral degree in nursing or related field Documentation of preparation and/or experience in curriculum and teaching Licensure as a registered nurse in Oregon Minimum of five years of nursing experience, of which three years shall have been in a nurse educator or administrative position in a nursing education program in an accredited institution of higher education Documented strong leadership and administrative skills Documented excellent communication, facilitation and interpersonal skills Documented commitment to diversity Familiarity with independent, liberal arts colleges Preferred Qualifications: 1. 2. 3. Experience in higher education administration Record of scholarship Record of program funding Desired Attributes: 1. 2. A person of proven leadership who will inspire trust and instill confidence. A person who understands the complexity and emerging opportunities present in a leading School of Nursing program within a liberal arts college environment. Faculty Manual 25 2013-2014 Edition 3. 4. 5. 6. 7. 8. 9. A person with a record of undergraduate nursing teaching excellence, service and scholarship commensurate with the rank of tenured professor. A visionary thinker who is motivated by mission and, at the same time, able to follow through on tasks of execution and implementation. A strategic and data-driven thinker with experience in assessment and outcomes measurements as well as in accreditation efforts. A leader with a collaborative style that builds upon relationships and creates a dedicated community of teachers and scholars. A scholar with an excellent mind and broad vision, varied interests, a fresh perspective, balanced judgment and creativity. A person with excellent communication skills and a confident, comfortable public presence which bring out the best with all constituencies – including faculty, students, staff, School and College administration, external community – for the benefit of the students and the College. A leader with the ability to excel in a consultative, inclusive environment, and the skill to negotiate with all groups. A person with energy, stamina, enthusiasm, humility, and a sense of humor. Faculty Manual 26 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Associate Dean of Nursing for Faculty and Program Development Position Title: Associate Dean of Nursing for Faculty and Program Development Reports To: Dean of Nursing Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 07/31/13 Position Summary: The Associate Dean of Nursing for Faculty and Program Development collaborates with the Dean of Nursing and the Associate Dean of Nursing for Instructional Programs in the administration of the Linfield-Good Samaritan School of Nursing. Responsibilities: 1. 2. 3. 4. 5. 6. 7. Chairs search committees for nursing administrators if appointed by the Dean of Nursing. Chairs search committees for Nurse Educator Associates (Classroom Adjunct Faculty). Interviews Nurse Educator Associates (Clinical Adjunct Faculty) for possible hire after a positive recommendation is received from the search committee. Ensures search process is in compliance with College and School of Nursing policy, “Toward Inclusive Excellence,” College’s equal employment guidelines, and Oregon State Board of Nursing regulations. Co-chairs the School of Nursing Diversity and Inclusion Advisory Council with the College Director of Multicultural Programs. Co-chairs the School of Nursing Clinical Advisory Council with the Clinical Facilities Administrator. In conjunction with the Clinical Facilities Administrator, seeks feedback from the Clinical Advisory Council members concerning evaluation of employer satisfaction with graduates’ attainment of program outcomes. Serves as an ex officio member on the School of Nursing committees. In conjunction with the Associate Dean of Nursing for Instructional programs, calls meetings for the RN-BSN program to assess the effectiveness of educational delivery strategies for students. Serves as Department of Continuing Education liaison for the school of nursing. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, evaluates the adequacy of School of Nursing support for Clinical Teaching Associates (preceptors), and based on the aggregate data makes recommendations to the Nursing Faculty Assembly for improvement as needed. Collaborates with the School of Nursing Faculty Development Committee in updating the Clinical Teaching Associate (Preceptor) Manual. Assists with new full-time nursing faculty orientation in conjunction with the Director of Portland Campus Operations, and maintains updated faculty orientation on Blackboard. In conjunction with the Dean of Nursing, facilitates full-time faculty professional development (teaching effectiveness, professional achievements, and service). Mentors Faculty Manual 27 2013-2014 Edition 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. faculty in the advising role and with scholarship/research. Facilitates diversity education among faculty and positive faculty-student relationships. Ensures that all full-time faculty teaching in the RN-BSN program have completed a graduate-level course in online educational instruction; or are credentialed as a Certified Online Instructor, as approved by the Dean of Nursing. Collaborates with the Nurse Educator Associate (Adjunct Faculty) Liaison, to ensure Nurse Educator Associates (Classroom Adjunct Faculty) who are new to education are mentored on principles and strategies for teaching and grading. Collaborates with the Liaison and the School of Nursing Faculty Development Committee to identify professional growth and development needs of Nurse Educator Associates (Classroom Adjunct Faculty), and based on this needs assessment, collaborates with the Liaison and committee to develop and implement the annual Nurse Educator Associates (Adjunct Faculty) Development Program and other educational opportunities. Supervises, coaches, and evaluates Clinical Associates and Nurse Educator Associates (Classroom Adjunct Faculty) in their teaching role. Meets with Clinical Associates and Nurse Educator Associates (Classroom Adjunct Faculty) to provide feedback regarding performance and establish an action plan for improvement. Collaborates with the Dean of Nursing, Associate Dean of Nursing for Instructional Programs, other administrators and faculty to facilitate program planning and development. Collaborates with College administrators in reviewing resource evaluation data and plans for improvement, and reports significant findings to the Nursing Faculty Assembly. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, evaluates the articulation and co-admission process between the RN-BSN program and associate degree nursing programs, and based on the aggregate data makes recommendations to the Nursing Faculty Assembly for improvement as needed. Collaborates with the Administrative Assistant to the School of Nursing in updating the School of Nursing Faculty and Student manuals, the Nurse Educator Associate (Adjunct) Manual, Nursing Clinical Teaching Associate (Preceptor) Manual. Updates the School of Nursing web based information in collaboration with the Director of Portland Campus Operations and oversees the revisions of marketing brochures with the Admissions Office. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, compiles data concerning faculty activities to improve teaching, as well as, faculty professional achievements and service; and makes recommendations to the School of Nursing Faculty Development committee based on the aggregate faculty data. Completes reports for accrediting bodies in consultation with the Dean of Nursing (e.g., OSBN, AACN, and Linfield College Annual Report). Writes grant proposals to facilitate program development. Participates in School of Nursing strategic planning. Collaborates with the Dean of Nursing, the Associate Dean of Nursing for Instructional Programs, and College Admissions in marketing the nursing program in the community. In collaboration with the designated RN-BSN academic advisor and faculty advisors, oversees advisement for nursing students in the RN-BSN program. Acts as chief administrative officer of the School of Nursing in the Dean of Nursing’s absence. Represents the School of Nursing at the state, regional, and national level. Faculty Manual 28 2013-2014 Edition 23. 24. Maintains an active scholarly life, provides community service, and at the discretion of the Dean of Nursing teaches courses periodically (no more than one course each semester) to maintain professional competence in teaching and identification with faculty, students, and classroom issues. Performs related duties as assigned by the Dean of Nursing. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. 9. Master’s degree in nursing Doctoral degree in nursing or related field Licensure as a registered nurse in Oregon Tenured or tenure - track faculty status in the School of Nursing Five years of teaching experience in baccalaureate nursing education Three years of experience in distance education in nursing Excellent interpersonal, communication, and management skills Experience in faculty and program development at the baccalaureate level Familiarity with independent liberal arts colleges Faculty Manual 29 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Associate Dean of Nursing for Instructional Programs Position Title: Associate Dean of Nursing for Instructional Programs Reports To: Dean of Nursing Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 07/31/13 Position Summary: The Associate Dean of Nursing for Instructional Programs collaborates with the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development in the administration of the Linfield-Good Samaritan School of Nursing. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. Chairs search committees for nursing administrators if appointed by the Dean of Nursing. Ensures search process is in compliance with College and School of Nursing policy, “Toward Inclusive Excellence,” College’s equal employment guidelines, and Oregon State Board of Nursing regulations. Serves as an ex officio member on the School of Nursing committees. Serves on the School of Nursing Clinical Advisory Council and the Diversity and Inclusion Advisory Council. Prepare faculty workloads based on Linfield College guidelines and in compliance with accreditation standards; and submits proposed workload documents to the Dean of Nursing for approval. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, compiles data concerning faculty academic and experiential backgrounds as it relates to teaching responsibilities to ensure teaching assignments reflect adequate faculty preparation to address course concepts. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, compiles aggregate data concerning the mix of faculty (e.g., diversity, specialty area, full-time versus part-time faculty, and the number of faculty with educational background in curriculum design and teaching strategies). Collaborates with the faculty and the Director of Enrollment Services in scheduling nursing courses. Collaborates with the School of Nursing Admissions, Progressions, Honors, and Graduation Committee concerning such issues as enrollment numbers, student diversity, graduation rates, NCLEX-RN pass rates, and student accomplishment of program outcomes. Monitors and forecasts enrollment in collaboration with the Director of Enrollment Services and the Division of Continuing Education Registrar. In conjunction with the chairperson of the School of Nursing Quality Improvement Committee, compiles data on student diversity, as well as graduation and employment rates. Faculty Manual 30 2013-2014 Edition 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, other administrators, and faculty to facilitate program planning and development. Collaborates with College administrators in reviewing resource evaluation data and plans for improvement, and reports significant findings to the Nursing Faculty Assembly. With appropriate faculty and administrators, supports curriculum development and implementation. Participates in School of Nursing strategic planning. Collaborates with the Clinical Facilities Administrator in updating the clinical affiliation agreement. Oversees Linfield College Course Catalog revisions pertaining to the nursing program, updating of School of Nursing. Acts as chief administrative officer of the School of Nursing in the Dean of Nursing’s absence. With the Dean of Nursing, serves as liaison to the Legacy Health organization around nursing issues. Represents the School of Nursing at the state, regional, and national level. Maintains an active scholarly life, provides community service, and at the discretion of the Dean of Nursing teaches courses periodically (no more than one course each semester) to maintain professional competence in teaching and identification with faculty, students, and classroom issues. Performs related duties as assigned by the Dean of Nursing. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. Master’s degree in nursing Doctoral degree in nursing or relate field Licensure as a registered nurse in Oregon Tenured or tenure - track faculty status in the School of Nursing Five years of teaching experience in baccalaureate nursing education Excellent interpersonal, communication, and management skills Experience in instructional program development at the baccalaureate level Familiarity with independent, liberal arts colleges Faculty Manual 31 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Clinical Facilities Administrator Position Title: Clinical Facilities Administrator Reports To: Associate Dean of Nursing for Instructional Programs Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 07/15/12 Position Summary: The Clinical Facilities Administrator is responsible for coordination and budget responsibility for clinical facilities used by nursing courses in the Linfield-Good Samaritan School of Nursing. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Functions as the contact person regarding clinical facilities for the School of Nursing and disseminates information to the appropriate Integrated Experiential Learning Coordinator. Summarizes clinical site evaluation data from faculty and students in terms of effectiveness of clinical sites; forwards summary to the School of Nursing Quality Improvement Committee. Updates the Dean of the Nursing and faculty on clinical matters such as concerns, shortages, closures and opportunities. Functions as the primary contact person for continued and new clinical placements. In collaboration with faculty, seeks and assesses agencies as potential future clinical sites. Maintains clinical facilities contracts per Oregon State Board of Nursing requirements (e.g., contract renewal/discontinuation; expirations; mission statements; accrediting bodies; forms for Clinical Teaching Associate (preceptor) selection criteria, the process for selecting Clinical Teaching Associates, and roles of Clinical Teaching Associates, faculty and students). Summarizes Clinical Teaching Associate (preceptor) evaluation data from faculty and students in terms of effectiveness of preceptors; forwards summary to the School of Nursing Quality Improvement Committee. Provides certificates of liability insurance and proof of workers compensation insurance to contract agencies as requested. Reviews contract variations and submits finalized contracts to the Dean of the Nursing for signature. Assists the Dean of the Nursing with reports and other delegated tasks related to clinical facilities. Coordinates the annual School of Nursing Clinical Advisory Council meeting and serves as co-chairperson of the meeting with the Dean of Nursing. Serves as an ex officio member on the School of Nursing Quality Improvement Committee. Faculty Manual 32 2013-2014 Edition 13. 14. 15. 16. Provides faculty with Clinical Teaching Associate (preceptor) manuals to be distributed to Clinical Teaching Associates. Coordinates selected agency clinical requirements for students including electronic health record training and pyxis access codes. Produces clinical placement reports. Produces and monitors budgets for clinical facilities administration. Qualifications: 1. 2. 3. 4. Bachelor’s degree in nursing Licensure as a registered nurse in Oregon Three years experience in clinical nursing Excellent communication and management skills Faculty Manual 33 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Experiential Learning Center Director Position Title: Experiential Learning Center Director Reports To: Associate Dean of Nursing for Instructional Programs Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 04/01/13 Position Summary: The Experiential Learning Center Director plans and coordinates the function, utilization and budgets of the Experiential Learning Center for the Linfield-Good Samaritan School of Nursing. The Experiential Learning Center Director evaluates the effectiveness of the laboratory function, coordinates with numerous internal and external constituencies, and collaborates with the Experiential Learning Center Coordinators, the Simulation Program Director, the Simulation Operations Manager, and the Senior Laboratory Coordinator. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Solicits requests from faculty concerning the annual budget for the Experiential Learning Center; prepares and administers the budget for the Experiential Learning Center; works in coordination with the Simulation Program Director and the Simulation Operations Manager in preparing the simulation budget. Supervises the Experiential Learning Center Coordinators, the Simulation Program Director, and the Simulation Operations Manager, and the Senior Laboratory Coordinator. Works collaboratively with the Experiential Learning Center Coordinators, the Simulation Program Director, the Simulation Operations Manager, and the Senior Laboratory Coordinator. Conducts performance evaluation and maintains employee evaluation files for the Experiential Learning Center Coordinators, the Simulation Program Director, the Simulation Operations Manager, and the Senior Laboratory Coordinator.. Hires and supervises work study students in collaboration with the Experiential Learning Center Coordinators. Meets with the nursing faculty to determine nursing equipment needs and utilization. Analyzes Experiential Learning Center evaluation data from faculty and students to determine the effectiveness of experiential learning activities; forwards report and recommendations to the School of Nursing Curriculum Committee and the Nursing Faculty Assembly. Coordinates equipment and software acquisition for the Experiential Learning Center. Orders, catalogues and maintains a current inventory of supplies necessary for the Experiential Learning Center. Coordinates course equipment loan system. Represents the School of Nursing at local and regional meetings. Faculty Manual 34 2013-2014 Edition 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Communicates with organizations such a Legacy Health, pharmaceutical houses, and medical supply houses to solicit donations of supplies. Schedules utilization of the Experiential Learning Center based on nursing course schedule. Directs the Experiential Learning Center functionality including mannequins and other equipment. Maintains Experiential Learning Center in compliance with applicable regulations and accreditation standards. Sets up laboratory presentations for Experiential Learning Center classes and testing; supervises cleanup; coordinates with the Simulation Program Director simulation set ups. Coordinates with the Integrated Experiential Learning Coordinators the plan and set-ups for clinical nursing skills performance evaluation. Oversees plan for student clinical skill practice during non-class times. Directs students to clinical skill development resources. Posts current agency clinical placement requirements on website based on input from the Clinical Facilities Administrator. Oversees the budget, schedule, and process for basic cardiac life support courses for faculty. Serves on the School of Nursing Clinical Advisory Council. Serves as an ex officio member of the School of Nursing Curriculum Committee. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. Master’s degree (preferably in nursing) Bachelor’s degree in nursing Licensure as a registered nurse in Oregon Three to five years experience in clinical nursing Two years experience as a supervisor Excellent communication and management skills Computer proficiency Preferred experience in low, mid, and high fidelity simulation Faculty Manual 35 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Simulation Program Director Position Title: Simulation Program Director Reports To: Experiential Learning Center Director Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 04/01/13 Position Summary: The Simulation Program Director oversees the Linfield Good Samaritan School of Nursing High Fidelity Simulation Program. The Simulation Program Director works collaboratively with the Experiential Learning Center Director, the Simulation Operations Manager, and the Senior Laboratory Coordinator to develop and implement best practice teaching and learning strategies for the High Fidelity Simulation Program. The Simulation Program Director also works closely with nursing faculty to develop and evaluate the High Fidelity Simulation curriculum. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Oversees the functions of simulation teaching and learning. Oversees faculty/staff/student roles in simulation teaching and learning. Collaborates with nursing faculty to develop and plan simulation scenario cases that increase in complexity as students progress through the curriculum. Maintains best practice models of High Fidelity Simulation teaching and learning. Ensures High Fidelity Simulation learning activities correlate to course outcomes. Promotes and maintains High Fidelity Simulation teaching and learning philosophies. Works with faculty and staff as a team member to develop and implement simulation learning activities that contribute to the achievement of course outcomes. Acts in health team roles at all levels of High Fidelity Simulation curriculum. Debriefs scenarios using best practice methods. Oversees the training of High Fidelity Simulation specialist role in faculty. Works collaboratively with Simulation Operations Manager and the Senior Laboratory Coordinator to develop and implement plans for faculty/staff/student training including how the manikins work, developing High Fidelity Simulation scenarios specific to course outcomes, running High Fidelity simulations and debriefing simulations. Works with Experiential Learning Center Director, Simulation Operations Manager and the Senior Laboratory Coordinator to seek external faculty and staff development opportunities. Analyzes High Fidelity Simulation evaluation data from faculty and students to determine the effectiveness of simulation in contributing to achievement of course outcomes; forwards report and recommendations to the School of Nursing Experiential Learning Center Committee and the Nursing Faculty Assembly. Coordinates the development of High Fidelity Simulation assessment rubrics. Faculty Manual 36 2013-2014 Edition 15. 16. 17. 18. 19. 20. 21. Collaborates with the School of Nursing Curriculum Committee to facilitate implementation of High Fidelity Simulation in the curriculum. Serves on the School of Nursing Clinical Advisory Council and the Multicultural Advisory Council. Writes grants in collaboration with the Associate Dean of Nursing for Faculty and Program Development to promote High Fidelity Simulation program growth and development. Presents reports at regional and national conferences on the School of Nursing’s experience and successes with simulation in nursing education. Participates in recruitment events. Serves as a member of the Legacy Simulation Steering Committee. Participates in local and regional simulation roundtable meetings. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. Master’s degree (preferably in nursing) Bachelor’s degree in nursing Licensure as a registered nurse in Oregon Three years experience in clinical nursing 1-3 years administrative experience 1-3 years experience as a simulation specialist Excellent communication and management skills Teaching experience in nursing Faculty Manual 37 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Simulation Operations Manager Position Title: Simulation Operations Manager Reports To: Experiential Learning Center Director Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 04/01/13 Position Summary: The Simulation Operations Manager is a member of the Experiential Learning Center leadership team and has primary responsibility for adapting emerging technologies to meet the educational outcomes of the Linfield-Good Samaritan School of Nursing program. The Simulation Operations Manager works closely with the Simulation Program Director, the Experiential Learning Center Director, and the Senior Laboratory Coordinator to support the technology aspects of High Fidelity Simulation organization, development and implementation. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. Administers Linfield-Good Samaritan School of Nursing High Fidelity Simulation budget in consultation and coordination with the Experiential Learning Center Director and the Simulation Program Director. Maintains operational expenditures to match budget projections. Negotiates with vendors and regional consortia (Oregon Simulation Alliance, etc.) to secure optimal prices for manikins and supplies. Manages High Fidelity Simulation schedule in coordination with the Experiential Learning Center Director and other lab users. In conjunction with the Science Laboratory Coordinator, coordinates planning of technological aspects of simulation with various teaching teams. Develops and maintains database systems to track simulation scenarios; simulation setup requirements and costs; quarterly reports of simulations, simulation demonstrations, consultations and trainees; contact information; evaluations for courses and training sessions; and records and files of presentation used by High Fidelity Simulation team members. In conjunction with the Science Laboratory Coordinator, coordinates student work-study High Fidelity Simulation assistants including hiring, scheduling and day-to-day management. Collaborates with faculty, the Experiential Learning Center Director, the Simulation Program Director, and the Senior Laboratory Coordinator to develop the simulation environment for scenarios. In conjunction with the Science Laboratory Coordinator, prepares simulations and makes adjustments to equipment, drugs, props, and other environmental variables. Faculty Manual 38 2013-2014 Edition 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. In conjunction with the Science Laboratory Coordinator, supports the orientation and training of actors and High Fidelity Simulation users in the control room before and during simulations in collaboration with the Simulation Program Director and faculty. Operates cameras and other audiovisual equipment during scenarios and debriefings. Acts in patient and auxiliary health care roles. Assists with rapid patient and environmental changeovers between simulations. Participates in debriefings to provide technical support. Organizes and distributes simulation-related course materials to students and faculty. Plans new technology upgrades and purchases in coordination with the Experiential Learning Center Director and the Simulation Program Director. Installs and maintains simulation equipment and insures manikin functionality. Troubleshoots and finds solutions for computer and audiovisual problems in the simulation center. Oversees videotaping and playback of simulations for courses and special programs. Creates and organizes archiving of videos to DVD or other media. Produces and edits videos of scenarios and debriefings for program development and marketing purposes. In coordination with the Simulation Program Director, the Experiential Learning Center Director and the Associate Dean of Nursing for Faculty and Program Development, writes and administers grants to support simulation teaching. Manages High Fidelity Simulation Website and develops simulation center brochures, poster boards and other marketing materials. Participates in College recruitment events. Presents reports at regional and national conferences on the School of Nursing’s experience and successes with simulation in nursing education. Contributes to local and regional simulation roundtable meetings. Develops plan for simulation operations training for faculty and staff users of the High Fidelity Simulation lab, including manikin operation and troubleshooting; simulation software use, programming and troubleshooting; simulation scenario implementation, including managing environmental variables, changeovers, medication labels, chart materials, etc. Works with Simulation Program Director to facilitate High Fidelity Simulation evaluation by faculty and students. Qualifications: 1. Bachelor’s degree in educational or computer technology or related field Master’s degree in educational or computer technology (preferred) 2. 3. Three years experience in applied educational technology or equivalent combination of experience and education 4. Proficient in development and implementation of educational technology 5. Ability to adapt emerging technologies to meet varied educational outcomes 6. Proficient in video production, presentation, spreadsheet, and database applications on both Windows and Macintosh platforms 7. Knowledge of audiovisual equipment installation, use and troubleshooting 8. Health care simulation laboratory experience preferred Faculty Manual 39 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Senior Laboratory Coordinator Position Title: Senior Laboratory Coordinator Reports To: Experiential Learning Center Director Full Time Equivalent (FTE): .60 Date Approved: Last Date Reviewed/Revised: 04/01/13 Position Summary: The Senior Laboratory Coordinator provides assistance and support to the Experiential Learning Center Director, the Simulation Program Director, and the Simulation Operations Manager in the technology aspects of the High Fidelity Simulation Program. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. In conjunction with the Simulation Operations Manager, coordinates technological aspects of simulation with various teaching teams. In conjunction with the Simulation Operations Manager, coordinates student work study High Fidelity Simulation assistants including day-to-day management. Collaborates with faculty, the Experiential Learning Center Director, the Simulation Program Director, and the Simulation Operations Manager to develop the simulation environment for scenarios. In conjunction with the Simulation Operations Manager, prepares simulations and makes adjustments to equipment, drugs, props, and other environmental variables. In conjunction with the Simulation Operations Manager, supports the orientation and training of actors and High Fidelity Simulation users in the control room before and during simulations with the Simulation Program Director and faculty. Operates cameras and other audiovisual equipment during scenarios and debriefings. Acts in patient and auxiliary health care roles. Assists with rapid patient and environmental changeovers between simulations. Participates in debriefings to provide technical support. Troubleshoots and finds solutions for computer and audiovisual problems in the simulation center. Oversees videotaping and playback of simulations for courses and special programs. Qualifications: 1. Bachelor’s degree in educational or computer technology or related field Faculty Manual 40 2013-2014 Edition 2. 3. 4. 5. 6. 7. Master’s degree in educational or computer technology (preferred) Three years experience in applied educational technology or equivalent combination of experience and education Proficient in development and implementation of educational technology Ability to adapt emerging technologies to meet varied educational outcomes Knowledge of audiovisual equipment installation, use, and troubleshooting Health care simulation laboratory experience preferred Faculty Manual 41 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Experiential Learning Center Coordinator Position Title: Experiential Learning Center Coordinator Reports To: Experiential Learning Center Director Full Time Equivalent (FTE): 1.0 Date Approved: 11/28/11 Last Date Reviewed/Revised: 04/01/13 Position Summary: The Experiential Learning Center Coordinator provides assistance and support to the Experiential Learning Center Director to ensure the efficient functioning of the Experiential Learning Center. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. Assists the Experiential Learning Center Director with creating clinical simulation setups and cleanups. Maintains manikins, lab equipment and supply inventory. Assists with student performance evaluations by setting up/cleaning up scenarios and serving as the patient in scenarios as needed. Provides individual clinical skills instruction for students via demonstration, video or other techniques as needed. Meets with faculty and Integrated Experiential Learning Coordinators to plan lab activities and promote consistency among lab group experiences. Supervises work study students performing duties such as lab set-up or take down, student mentoring, filing, organizing and other duties as assigned. Works collaboratively with the Experiential Learning Center Director, Simulation Program Director, Simulation Operations Manager, and the Senior Laboratory Coordinator. Performs other duties as deemed necessary by the Experiential Learning Center Director. Qualifications: 1. 2. 3. 4. 5. 6. 7. Bachelor’s degree in nursing Licensure as a registered nurse in Oregon Two years experience as a registered nurse Knowledgeable about teaching practices and principles, as well as student evaluation methods Skill in instructing students and providing teaching assistance Communication and interpersonal skills sufficient to effectively exchange or convey information and to receive work direction Skill in computer use and related software applications Faculty Manual 42 2013-2014 Edition 8. Knowledgeable about laboratory equipment, materials and chemical solutions; and skill in minor repairs of laboratory equipment Faculty Manual 43 2013-2014 Edition Linfield – Good Samaritan School of Nursing Position Description Clinical Facilities and Project Coordinator to the School of Nursing Position Title: Clinical Facilities and Project Coordinator to the School of Nursing Reports To: Clinical Facilities Administrator Full Time Equivalent (FTE): 1.0 Date Approved: TBD Last Date Reviewed/Revised: 04/01/13 Position Summary: The Clinical Facilities and Project Coordinator to the School of Nursing provides administrative and project support services in collaboration with School of Nursing administrators. The Clinical Facilities and Project Coordinator manages clinical placements in conjunction with the Clinical Facilities Administrator, Health Passport compliance, archives records, administers databases, analyzes data, facilitates event coordination, and coordinates other projects as directed by the Dean of Nursing. Responsibilities: A. Clinical Practicum Coordination 1. 2. 3. 4. 5. 6. 7. 8. 9. In conjunction with the Clinical Facilities Administrator and the Integrated Experiential Learning Coordinator, manages the coordination of the clinical placements in the RN-BSN program. Collaborates with the clinical faculty, Integrated Experiential Learning Coordinator, and Clinical Facilities Administrator to review clinical scouting progression. Coordinates clinical projections and consolidates clinical requests with the Clinical Facilities Administrator for facilities within the StudentMax consortium. Manages clinical spreadsheets and reports: Clinical Placement Master Grid, Clinical Placement Catalogue, and Clinical Tracking Report. In conjunction with the Integrated Experiential Learning Coordinator, manages clinical scouting based on quality, student interests, and integrated experiential learning course outcomes. Facilitates international clinical placements with clinical scouting and monitoring international clinical application packets. Prepares Clinical Affiliation Agreement contracts for new or renewed clinical facilities in conjunction with the Clinical Facilities Administrator. Establishes and develops relationships with key stakeholders at clinical facilities: administrators, clinical coordinators, Clinical Teaching Associates (Preceptors). Provides the Clinical Teaching Associate (Preceptors) with the course syllabus and the Clinical Teaching Associate (Preceptor) Manual as instructed by the Integrated Experiential Learning Coordinator. Faculty Manual 44 2013-2014 Edition 10. 11. 12. 13. B. Health Passport Management 1. 2. 3. 4. 5. 6. C. Manages Health Passport compliance for students and clinical faculty. Communicates Health Passport and site-specific requirements to internal and external constituents. Provides update and follow-up of Health Passport status to students and clinical faculty per procedure and policy. Develops Health Passport process management documents: Health Passport Tracking Form, Health Passport Instructions, Health Passport Timelines. Collates and processes student and clinical faculty Health Passport documents. Directs clinical site-specific requirement updates to the Experiential Learning Center Director to update on the Experiential Learning Center Web page. Records Management 1. 2. 3. 4. D. In conjunction with the Integrated Experiential Learning Coordinator, communicates clinical expectations to RN-BSN students and Clinical Teaching Associates (Preceptors). Directs clinical issues to clinical faculty and the Integrated Experiential Learning Coordinator. Collaborates with clinical faculty and the Integrated Experiential Learning Coordinator to ensure completion of clinical evaluation forms. Notifies the Integrated Experiential Learning Coordinator if clinical instructor/student evaluation of clinical sites or Clinical Teaching Associates (Preceptors) is negative. Forwards relevant data to Clinical Facilities Administrator for reporting to the School of Nursing Quality Improvement Committee. Manages and archives records for RN-BSN students. Custodian of record for RN-BSN Program Committee Meeting Minutes and RNBSN student files. Responds to time pertinent clinical file audit requests in conjunction with Clinical Facilities Administrator Coordinates clinical evaluation documents with Clinical Facilities Administrator. Database Administration 1. 2. 3. Administers the RN-BSN Alumni database for RN-BSN program development. Administers the Contacts database to track efforts in community outreach and clinical scouting for the RN-BSN program. Administers the Blackboard Clinical Placement Coordination for the RN-BSN program clinical reporting with clinical faculty, Integrated Experiential Learning Coordinator, and the two Associate Deans of Nursing. Faculty Manual 45 2013-2014 Edition E. Data Analysis 1. 2. 3. F. Manages data analysis for RN-BSN program in conjunction with the two Associate Deans of Nursing. Develops periodic reports for Linfield College, and accrediting bodies in conjunction with the two Associate Deans of Nursing. Aggregates and analyzes cohort data for RN-BSN program development in conjunction with the two Associate Deans of Nursing. Project Coordination 1. 2. 3. Coordinates the RN-BSN online orientation via Blackboard in conjunction with the two Associate Deans of Nursing. Manages projects for work-study student. Manages and submits requests to vendors: Lightstone Consulting for the Clinical Contracts Database, CertifiedBackground.com for Health Passport Medical Document Manager. Qualifications: 1. 2. 3. 4. Bachelor’s degree Minimum of three years administrative experience Advanced proficiency in MS Office, Access, and Blackboard Strong professional, organizational, interpersonal, administrative, and communication skills. Faculty Manual 46 2013-2014 Edition Linfield – Good Samaritan School of Nursing Position Description Administrative Assistant to the School of Nursing Position Title: Administrative Assistant to the School of Nursing Reports To: Dean of Nursing Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 04/01/13 Position Summary: Provide administrative support services to the Dean of Nursing and support services to the nursing faculty and other nursing department administrators. Interact, coordinate, and cooperate with the other Administrative Assistant to the School of Nursing, the Administrative Coordinator, and the Administrative Assistant for the Director of Portland Campus Operations in fulfilling campus support responsibilities. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Provides administrative support to the Dean of Nursing. Provides a wide-range of support services to the nursing faculty and administrators. Provides accurate information to staff and faculty regarding students, Nurse Educator Associates (adjuncts), and staff. Takes minutes in Nursing Faculty Assembly meetings; distributes Nursing Faculty Assembly meeting minutes; maintains minute books for Nursing Faculty Assembly and nursing committee meetings. Performs delegated data compilation and document maintenance related to nursing accreditation bodies. Prepares correspondence and contracts for new clinical sites and renewals. Provides assistance to the Clinical Facilities Administrator by updating and preparing reports using the Portland area clinical placement grid. Provides backup for the Administrative Assistant for the Director of Portland Campus Operations. Prepares and administers packets for generic student evaluation of courses and nursing classroom and clinical instruction. Provides accurate information to students and campus visitors regarding all areas of the Portland Campus and the adjoining Legacy Good Samaritan Hospital and Medical Center. Assists in the orientation of new Nurse Educator Associates (adjunct) and full-time nursing faculty members. Works as liaison with Elsevier representatives in managing the Evolve program. Coordinates scheduling of Evolve (HESI) specialty or customized exams and the Evolve (HESI) exit exam. Assists students with procedures and documentation related to RN licensure examination. Maintains an accurate Nurse Educator Associate (nursing adjunct) faculty pool database. Faculty Manual 47 2013-2014 Edition 14. 15. 16. 17. 18. 19. Assists with advertising, application processing, search committee scheduling and communication, administrative hiring procedures and file maintenance for nursing administrators, faculty and Nurse Educator Associates (nursing adjuncts). Trains and supervises student employees. Processes accounts payable and reimbursement requests. Manages/maintains nursing administrator, faculty and adjunct files. Manages Oregon, and if applicable, out-of-state nurse licensure compliance for nursing administrators, full-time nursing faculty, nursing laboratory staff, and Nurse Educator Associates (nursing adjuncts). Collaborates with Portland Campus and McMinnville Campus administration. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. 9. Associate of Arts degree Three years of office administration experience Advanced level proficiency in personal computer skills, Word, Excel, Access or similar programs Ability to proof read own and others’ work Well-developed interpersonal skills and ability to communicate with faculty, staff, students, and the community at large Flexible and able to prioritize work assignments Willing to work in a cooperative team environment Ability to perform a variety of tasks simultaneously Ability to use a variety of office machines and equipment Faculty Manual 48 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Faculty Full Time Tenure Track Faculty (Source: Fall 2010 Linfield College Faculty Handbook) I. 1.3 Faculty "Faculty members have certain rights to continued employment through tenure or an employment contract. Refer to the Faculty Handbook for further definitions, policies, and procedures regarding faculty employment. Some faculty members may also serve in exempt, administrative non-faculty positions. Those employees with dual employment status are subject to all terms and conditions for exempt, nonfaculty employees, and also as faculty members with certain rights to continued employment through tenure or employment contracts." IV. 2 Faculty Responsibilities “Faculty members are responsible for performing the duties specified on the job description under which they were appointed or as later redefined by their immediate supervisor and/or the administration. Individual faculty members are normally expected to: (1) carry out their teaching assignments; (2) engage professionally within their field(s); and (3) provide service to Linfield, their profession, and the community. A complete list of expectations is found in “Basis of Evaluations” (Section IV.6.1). Teaching Load and Assignment—Linfield College has a flexible teaching load policy that is centered in the needs of the Linfield Curriculum and individual departments. Since 1994 the practice of allocating loads has been to recognize to some extent individual needs for time to devote to research and creative activity. Accordingly, department heads (in the case of nursing, the Dean of Nursing) have latitude, subject to approval by the Vice President for Academic Affairs/Dean of Faculty, to adjust loads so that individual faculty members can receive a teaching assignment that is both commensurate with a higher than normal level of professional activity and consistent with the need of each department to average 23 load units per faculty member in an academic year. Thirty-three units is defined as full time (23 of teaching per se and 10 of other, such as advising and service functions). Each year it is incumbent upon department heads (in the case of nursing, the Dean of Nursing), in consultation with their departments, to propose to the dean reasonable criteria for the assignment of teaching responsibilities within their departments and to provide a rationale for these assignments in view of departmental majors and the needs of the larger college community. To achieve this flexibility in approach to teaching load, factors other than a “higher than normal level of professional activity” can also be taken into consideration, e.g., class size, lab requirements, creative activities, special pedagogical exigencies, collaborative or course-based research, or other professional responsibilities. The policy also makes provision for individual faculty needs or special circumstances (such as the completion of dissertation or a monograph, or Faculty Manual 49 2013-2014 Edition extraordinary service to the department or the college) that can quickly change from year to year and affect a department’s programs and offerings. The academic year obliges faculty to divide their teaching assignments between Fall and Spring semesters. Faculty members may teach a portion of their loads during January Term. It is further assumed that faculty members will devote the additional time necessary to prepare for classes and to pursue professional activity. Academic Advising—Every student has a faculty advisor who serves as a guide and mentor in the student's educational journey through Linfield College. Consultation with or approval by the faculty advisor is required for a variety of academic program decisions that students make. Beyond the Fall of the first year, faculty advisors work individually with their advisees largely, but not exclusively, under the auspices of the department in which they plan to complete a major. At the Portland campus, transfer students are assigned to faculty advisors in their major. On the Portland Campus, the registrar oversees the program and assigns advisors for transfer students. Counseling, tutoring, study skills and related services may also be obtained through the Student Services office. Role of Faculty in Student Discipline—The concept of discipline in an educational institution is meaningful only when it is relevant to the generic purposes and functions of that institution. As an institution of higher learning, Linfield engages only in judicial actions and processes that are vital to its basic concerns and for which it is designed. In the broadest sense, Linfield exists to create a special environment for learning and pursuit of knowledge. Students, faculty members, administrators, staff, trustees, and alumni all share in the obligation to protect the integrity and promote the continuous intellectual growth of all its members. All who benefit from it are indebted to it; differences lie only in the frequency and intimacy of contact with it. The relationship of the college with the student, therefore, is in the essential nature of a contract involving a set of rights and obligations, reflecting both the purposes of the college and those of the students in attendance. Such a contract commits the college to ensure maximum availability to each student of its specific educational and environmental resources. It does not imply that the college provide services or exercise authority regarding matters unrelated to college functions. Such a contract also commits the student to full and meaningful participation in the life of the college and to the preservation and promotion of its highest endeavors in education. In addition, the student preserves his or her rights as a citizen and has a basic obligation not to commit or tolerate any impingement on the rights of others. The college, therefore, exercises its authority over students in terms of the mutual interests of both parties and in terms of their contract with each other. Faculty Manual 50 2013-2014 Edition The bylaws of the college as approved and adopted June 8, 1970 and subsequently amended present the following guidance in establishing procedures of judicial action in the role of the faculty: The president shall be responsible for the discipline of the college and for carrying out all measures officially agreed upon by the Faculty Assembly concerning matters committed to them by the Board, and for executing such measures concerning the internal administration of the college as the Board of Trustees may enact (Article IX, Section 1, paragraph three of the bylaws). The Faculty Assembly shall advise the president and appropriate officers of administration regarding policies governing conduct of students in extracurricular activities. The Faculty Assembly shall further advise and cooperate with the officers of administration responsible for investigating cases of student misconduct or violations of the rules of the college by students, and for disciplining students for such violations (Article XI, Section 6). Policies pertaining to student discipline are described in the Portland Student Handbook. Syllabus Preparation—A copy of a syllabus for each course offered by a faculty member should be filed with the Vice President for Academic Affairs/Dean of Faculty not later than ten days after the beginning of the semester or term in which the course is taught. The syllabi are maintained in a file by the dean, who will also place copies in a file in the library where they can be referred to by students. Faculty Schedules—Each faculty member is expected to make students aware of that semester’s office hours by including them on all syllabi and posting them on one’s office door at the outset of each term. The faculty member’s class schedule for the semester should also be included in the posting. Documentation of Grades Assigned—Faculty members must be in a position to document for students the bases for grades assigned. To this end copies of grade books and those graded tests and assignments not returned permanently to students should be kept by the faculty member for a reasonable period of time. The Curriculum Committee and the Vice President for Academic Affairs/Dean of Faculty have agreed that the standard of good practice at Linfield for maintaining the kinds of records described above should be one year from the end of the semester or term in which a course was offered (see VII.21.) Absence from Classes—In cases of emergency, faculty members should notify the department head (in the case of nursing, the Dean of Nursing), and Vice President for Academic Affairs/Dean of Faculty as soon as possible of the absence or projected absence. Where extended absence is necessary due to illness or other emergency situations, the dean, in consultation with the department head (in the case of nursing, the Dean of Nursing), shall be responsible for making alternative instructional arrangements. Whenever possible, classes should be met and not canceled. In all other cases of absence, faculty members will be expected to give prior notification and provide alternative arrangements for class responsibilities Faculty Manual 51 2013-2014 Edition satisfactory to the department head (in the case of nursing, the Dean of Nursing). Students are to be given prior notice of changes in scheduled teaching arrangements. Academic Processions—Full-time members of the faculty are expected to participate in the academic processions of opening convocation and Spring semester commencement. Faculty are invited to participate in Spring semester baccalaureate. Professional Development—The changing nature of education makes it imperative for faculty members continually to upgrade themselves professionally. To the degree that it is possible, the college assists faculty in their professional development, and a number of enrichment opportunities are available (see, Chapter V). Addendum to Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan School of Nursing: In compliance with the Oregon State Board of Nursing standards for educational programs in nursing, full time tenured and tenure track faculty (nurse educators) shall hold at least a Master’s Degree in Nursing with no less than three years of nursing experience. Full time tenured and tenure track faculty shall have licensure as a registered nurse in Oregon. Full time, tenure track faculty are expected to hold a Doctoral Degree in Nursing or a related field to be considered eligible for tenure at Linfield College. All full-time faculty teaching in the RN-BSN program must have completed a graduate-level course in online educational instruction; or be credentialed as a Certified Online Instructor, as approved by the Dean of Nursing Academic advising in the RN-BSN program is the responsibility of the nursing faculty advisors and the designated Division of Continuing Education academic advisor. Students are assigned a nursing faculty advisor upon admission to the RN-BSN program (see, Appendix A-1-i for further details). For those faculty teaching a calendar year (Fall, Spring, and Summer semesters), 28 load units are dedicated to teaching and 11 load units to professional achievement and services. Nursing course syllabi are electronically stored on Blackboard for ready access. In accordance with the Oregon State Board of Nursing standards for educational programs in nursing, principle responsibilities of the faculty shall be to: 1. 2. Develop, implement, and evaluate the organizing framework and learning outcomes of the program. Construct, implement, evaluate, and revise the curriculum. Faculty Manual 52 2013-2014 Edition 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Develop, implement, and evaluate policies and standards for the advising, selection, admission, advanced placement, progression and graduation of nursing students within the framework of the policies of the educational institution. Develop, integrate, and evaluate student learning experiences, including selection of learning activities, appropriate use of emerging teaching and learning methodologies, assessment and guidance of the student and evaluation of client and student safety. Develop, implement, and evaluate policies for assessing student achievement in terms of course and program learning outcomes. Evaluate student learning and performance, assign grades for courses according to policies, determine student progression within the program, and recommend successful candidates for the degree. Develop, implement, and evaluate policies and procedures necessary for the operation of the program. Provide for student evaluation of teaching effectiveness. Provide evaluation of faculty members within the framework of the educational institution. Orient and provide on-going guidance to Nurse Educator Associates (Adjunct Faculty), clinical teaching associates (preceptors), and nursing staff in practice sites related to the program goals, learning outcome and expected competencies of the students. Participate in review of the total nursing program. Participate in determining academic policies and procedures of the institution. Participate cooperatively with other nursing programs and agencies to develop appropriate and equitable access to practice sites. Provide mechanisms for student input into and/or participation in decisions related to the nursing program. Faculty Manual 53 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Visiting Assistant Professor in Nursing Position Title: Visiting Assistant Professor in Nursing Reports To: Dean of Nursing Full Time Equivalent (FTE): 1.0 Last Date Reviewed/Revised: 07/15/12 Position Summary: Visiting Assistant Professors in Nursing are hired on a year-to-year basis and are not placed on tenure track. Reappointment is based on evaluation of teaching effectiveness by the Dean of Nursing and the needs of the department. Each course taught by a Visiting Assistant Professor must be evaluated using the standard college forms. See, the Position Description of Full Time Faculty from the Linfield College Faculty Handbook for details. Responsibilities: 1. 2. 3. 4. 5. Twenty-six load units in an academic year (Fall and Spring semesters) or thirty-one load units in a calendar year (Fall, Spring, and Summer semesters) will consist of theory and clinical teaching. Service (responsibilities of numbers 2 to 5 noted below) comprises seven load units in an academic year or eight load units in a calendar year. Participates in appropriate course team and Nursing Faculty Assembly meetings. Serves on nursing committees and ad hoc task forces. Provides academic advisement to a group of nursing students. Participates in other appropriate service activities. Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. Master’s degree in nursing; Doctoral degree in nursing or related field (preferred) Licensure as a registered nurse in Oregon Three years of clinical nursing practice Excellent communication skills and ability to relate positively and congenially with students, colleagues, and constituents Ability to participate in a cooperative team environment Excellent teaching skills Commitment to baccalaureate nursing education Faculty Manual 54 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Clinical Associate Position Title: Clinical Associate Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program Development Full Time Equivalent (FTE): 1.0 Date Approved: 08/12/10 Last Date Reviewed/Revised: 07/15/12 Position Summary: Clinical Associates are employed on a year-to-year basis to provide clinical instruction and assist with theory instruction. The Clinical Associate position does not relate to the college’s positions with rank, tenure, promotion in rank or sabbatical leave. Reappointment is based on evaluation of clinical teaching effectiveness by the Associate Dean of Nursing for Faculty and Program Development and the needs of the School of Nursing. Each course taught by a Clinical Associate must be evaluated using the standard college form for Clinical Instruction in Nursing. Responsibilities: 1. 2. 3. 4. 5. Thirty-nine load units in a calendar year (Fall, Spring, and Summer semesters; and January term), which will consist of specified teaching, clinical and/or related nonteaching responsibilities. Performs clinical/lab activities, i.e. clinical nursing skills performance evaluation and simulation training. Participates in appropriate course, committee, and nursing department meetings. Holds regular office hours each week. Performs related duties as assigned by the Dean of Nursing. Qualifications: 1. 2. 3. 4. 5. 6. 7. Master’s degree in nursing Licensure as a registered nurse in Oregon Three years of clinical nursing practice Excellent communication skills and ability to relate positively and congenially with students, colleagues, and constituents. Ability to participate in a cooperative team environment Excellent clinical teaching skills Commitment to baccalaureate nursing education Faculty Manual 55 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Adjunct Faculty (Nurse Educator Associate) (Source: 2010-2011 Linfield College Faculty Handbook) IV. 5. ADJUNCT FACULTY Adjunct faculty are those employed for up to one year at a time on a part-time basis to teach particular courses. Unless the contract stipulates to the contrary, the job description includes instruction only (including some availability for conferences with students outside of class), not advising, professional development, or service activities. Rank is not accorded, and stipends are based only on teaching load and the individual’s highest degree. In accordance with Linfield’s Retirement Plan document plan, adjunct faculty are eligible to participate in the Plan on a voluntary salary reduction basis effective with the employee’s date of employment. Otherwise, only those benefits required by law are provided. Normally, adjunct faculty are limited to no more than 18 load units in any given academic year, where 33 units is defined as full time (23 of teaching per se and 10 of other, such as advising and service functions). Included in the 18 is teaching within any division of the college. In no case will a load of more than 20 units be approved. Adjunct faculty employed in the school of nursing for clinical supervision and instruction will be hired under the same terms as other adjunct faculty except that pay rates may be somewhat higher than those applicable to other adjuncts based on prevailing rates for nurses in the Portland area. Adjunct faculty are not eligible for tenure, promotion in rank, or sabbatical leave. Reappointment is based on a departmental evaluation of teaching effectiveness. Each course taught by an adjunct faculty member must be evaluated using the standard college forms for student evaluation of instruction. Addendum to the Linfield College Faculty Handbook pertinent to the Linfield-Good Samaritan School of Nursing: In compliance with the Oregon State Board of Nursing standards for educational programs in nursing, clinical adjunct faculty (Nurse Educator Associates) shall hold at least a Bachelor’s Degree in Nursing with no less than two years of nursing experience. Theory adjunct faculty (Nurse Educator Associates) shall hold at least a Master’s Degree in Nursing with no less than three years of nursing experience. Both clinical and theory adjunct faculty (Nurse Educator Associates) shall have licensure as a registered nurse in Oregon. Faculty Manual 56 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Nurse Educator Associate (Adjunct Faculty) Liaison Position Title: Nurse Educator Associate (Adjunct Faculty) Liaison Reports To: Dean of Nursing and Associate Dean of Nursing for Faculty and Program Development Full Time Equivalent (FTE): Determined by Dean of Nursing Date Approved: 07/15/12 Last Date Reviewed/Revised: 08/15/12 Position Summary: The Nurse Educator Associate (Adjunct Faculty) Liaison collaborates with the Dean of Nursing, the Associate Dean of Nursing for Faculty and Program Development, Experiential Learning Coordinators, and the Faculty Development Committee in meeting assigned responsibilities related to Nurse Educator Associate (Adjunct Faculty). Responsibilities: 1. 2. 3. 4. In conjunction with the Administrative Assistant to the School of Nursing, provides oversight to the management of information regarding Nurse Educator Associates (Adjunct Faculty) for the generic BSN program. Current contact information Licensure as an RN in another state(s) in addition to Oregon Practice specialty areas and experience Availability for clinical teaching, as well as, other work commitments Number of hours committed and used in the academic year Preferred courses and record of teaching in past courses Performance review dates, completed evaluations, and summary of evaluation results Current signed contract for academic year Current mandatory education requirements (e.g., TB testing, CPR, Licensure) Assists Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development with advertising for Nurse Educator Associates (Adjunct Faculty). Develops and coordinates a general orientation for new Nurse Educator Associates (Adjunct Faculty); and collaborates with Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development to establish course specific orientations. In collaboration with Integrated Experiential Learning Coordinators and the Associate Dean of Nursing for Faculty and Program Development, ensures Nurse Educator Associates (Adjunct Faculty) who are new to education are mentored on principles and strategies for teaching, grading, praxis, and simulated lab learning experiences. Faculty Manual 57 2013-2014 Edition 5. 6. 7. 8. 9. 10. Collaborates with the School of Nursing Faculty Development Committee and the Associate Dean of Nursing for Faculty and Program Development to identify professional growth and development needs of Nurse Educator Associates (Adjunct Faculty), and based on this needs assessment, collaborates with the committee and the Associate Dean of Nursing for Faculty and Program Development to develop and implement the annual Nurse Educator Associate (Adjunct Faculty) Development Program and other educational opportunities. Communicates regularly with Nurse Educator Associates (Adjunct Faculty) regarding such items as applicable policies, College and School of Nursing information, and educational opportunities. In Collaboration with Integrated Experiential Learning Coordinators, other faculty, and administrators, serves as a liaison to Nurse Educator Associates (Adjunct Faculty) in interpreting policy and procedure, problem solving, and seeking resources. Maintains a line of communication between Nurse Educator Associates (Adjunct Faculty) and the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, Integrated Experiential Learning Coordinators, and other faculty. Collaborates with the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and/or others to implement a system of recognition for Nurse Educator Associates (Adjunct Faculty). Conducts, analyzes, and reports on the annual evaluation of support for Nurse Educator Associates (Adjunct Faculty). Through discussions with Integrated Experiential Learning Coordinators, other faculty, and administrators; identifies Nurse Educator Associate (Adjunct Faculty) issues and ideas for improvement. Reports on Nurse Educator Associate (Adjunct Faculty) issues and recommendations for improvement at Nursing Faculty Assembly meetings. Qualifications: 1. 2. 3. 4. 5. 6. 7. Bachelor’s degree in nursing Licensure as a registered nurse in Oregon Three years experience in clinical nursing Excellent communication and interpersonal skills Ability to establish effective working relationships with a variety of faculty, staff, and community contacts Ability to manage multiple tasks and projects in an organized and productive manner Proficiency in personal computer skills, Microsoft Office Faculty Manual 58 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Course Lead In The RN-BSN Program Position Title: Course Lead in the RN-BSN Program Reports To: Dean of Nursing Date Approved: 07/15/12 Last Date Reviewed/Revised: 05/14/13 Position Summary: The Course Lead in the RN-BSN Distance Education program coordinates the assigned theory course with faculty teaching different sections of the course. The Course Lead is appointed and evaluated by the Dean of Nursing. Responsibilities: 1. 2. 3. 4. 5. 6. 7. 8. Provides leadership in coordinating the content of the assigned theory course with faculty teaching different sections of the course. Orients and mentors Nurse Educator Associates (Adjunct Faculty) in the course content. Develops the course for effective online education. Submits course syllabus and textbook orders according to established deadlines. Oversees implementation of course outcomes by Nurse Educator Associates (Adjunct Faculty) and nursing faculty teaching in the course through frequent and clear communication. Submits recommendations to the Associate Dean of Nursing for Instructional Programs and the Nursing Curriculum Committee regarding changes in course outcomes. Participates in the search process for Nurse Educator Associates (Adjunct Faculty), who will be responsible for teaching a section of the course. Provides feedback about the Nurse Educator Associates (Adjunct Faculty) who taught in the course to the Associate Dean of Nursing for Faculty and Program Development, who evaluates the Nurse Educator Associates (Classroom Adjunct Faculty). Qualifications: 1. 2. 3. 4. 5. 6. 7. 8. 9. Master’s degree in nursing Doctoral degree in nursing or related field (preferred) Completed a graduate-level course in online educational instruction; or credentialed as a Certified Online Instructor, as approved by the Dean of Nursing Licensure as a registered nurse in Oregon Tenured or tenure-track faculty status in the School of Nursing; teaching in the RN-BSN program Expertise in assigned course content Excellent interpersonal and communication skills; and ability to facilitate conflict resolution Excellent teaching and organizational skills Experience and demonstrated interest in ongoing curriculum development Faculty Manual 59 2013-2014 Edition Linfield –Good Samaritan School of Nursing Position Description Semester Coordinator Position Title: Semester Coordinator Reports To: Dean of Nursing Load Unit (LU): 3 LU / semester (total 6 LU / year) Date Approved: 02/21/11 Last Date Reviewed/Revised: 05/14/13 Position Summary: The Semester Coordinator ensures integration of theory and experiential learning excellence in the nursing program. One Semester Coordinator is designated for each of the four semesters in the nursing program. The Semester Coordinators collaborate with theory faculty, Integrated Experiential Learning Coordinators, the two Associate Deans of Nursing, School of Nursing Curriculum Committee, Faculty Development Committee, and Quality Improvement Committee to ensure that course and level outcomes build in complexity and scope across the curriculum and meet program outcomes. The Semester Coordinators are appointed and evaluated by the Dean of Nursing. Responsibilities: 1. 2. 3. 4. 5. 6. 7. Provides curriculum oversight for the semester theory and Integrated Experiential Learning courses. Organizes and facilitates collaborative team meetings with theory and clinical faculty, Integrated Experiential Learning Coordinators, School of Nursing Curriculum Committee, the two Associate Deans of Nursing, and others as deemed necessary to assure major theory curricular outcomes within a given semester are integrated in the Integrated Experiential Learning course. Collaborates with theory and clinical faculty, the other Semester Coordinators, Integrated Experiential Learning Coordinators, School of Nursing Curriculum Committee, School of Nursing Quality Improvement Committee, and the two Associate Deans of Nursing to ensure curriculum integrity across the four semesters and the generic BSN and RN-BSN programs of study; and to evaluate accomplishment of level and program outcomes. Oversees application of curricular level outcomes in collaboration with theory and clinical faculty and the Integrated Experiential learning Coordinators to promote curriculum consistency and quality. Assists theory and clinical faculty, Integrated Experiential Learning Coordinators, Experiential Learning Center Director, and Simulation Program Director in planning and evaluating student assessment tools. Serves on the School of Nursing Curriculum Committee. Meets regularly with semester faculty, the two Associate Deans of Nursing, and chairpersons of the School of Nursing Curriculum Committee and Quality Improvement Committee to monitor implementation, assessment, and coordination of the nursing curriculum to assure program outcomes are met. Faculty Manual 60 2013-2014 Edition Qualifications: 1. 2. 3. 4. 5. 6. 7. Master’s degree in nursing Doctoral degree in nursing or related field (preferred) Licensure as a registered nurse in Oregon Tenured or tenure-track faculty status in the School of Nursing Excellent teaching and organizational skills Excellent interpersonal and communication skills; ability to facilitate conflict resolution Experience and demonstrated interest in ongoing curriculum development Faculty Manual 61 2013-2014 Edition Linfield-Good Samaritan School of Nursing Position Description Integrated Experiential Learning Coordinator Position Title: Integrated Experiential Learning Coordinator Reports To: Dean of Nursing Load Units (LU): 5 LU / semester (total 10 LU / year) for semester 2 and 3 4 LU / semester (total 12 LU / year) for semester 1 and 4 2 LU / semester (total 06 LU / year) for the last semester in RN-BSN program Date Approved: 02/21/11 Last Date Reviewed/Revised: 08/15/12 Position Summary: The Integrated Experiential Learning Coordinator ensures experiential teaching excellence in the nursing program. One Integrated Experiential Learning Coordinator is designated for each of the four semesters of Integrated Experiential Learning courses (Integrated Experiential Learning Coordinator for NURS 335 in Semester 1, Integrated Experiential Learning Coordinator for NURS 375 in Semester 2, Integrated Experiential Learning Coordinator for NURS 435 in Semester 3, and Integrated Experiential Learning Coordinator for NURS 475 in Semester 4 or the last semester in the RN-BSN program). The Integrated Experiential Learning Coordinators collaborate with theory and clinical faculty, Semester Coordinators, Experiential Learning Center Director, and Simulation Program Director in their assigned semester to provide oversight for the implementation of integrated learning experiences within a semester. The Integrated Experiential Learning Coordinators are appointed and evaluated by the Dean of Nursing. Responsibilities: A. Curriculum integrity 1. 2. 3. Collaborates with the theory and clinical faculty, the other Experiential Learning Coordinators, Semester Coordinators, School of Nursing Curriculum Committee, School of Nursing Quality Improvement Committee, and the two Associate Deans of Nursing to ensure curriculum integrity across the four semesters and the generic BSN and RN-BSN programs of study; and to evaluate accomplishment of level and program outcomes. Collaborates with theory and clinical faculty, Experiential Learning Center Director, and Simulation Program Director to develop the Integrated Experiential Learning course syllabus, experiential learning activities and clinical performance evaluation methods that support theory and Integrated Experiential Learning course outcomes. Collaborates with the School of Nursing Quality Improvement Committee to evaluate the effectiveness of learning experiences in meeting the Integrated Experiential Learning course outcomes. Faculty Manual 62 2013-2014 Edition B. Integrated experiential learning activities 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. C. Coordinates learning activities with the Experiential Learning Center Director and Simulation Program Director for the generic BSN program. Seeks, develops, and coordinates new clinical sites in conjunction with the Clinical Facilities Administrator, the Administrative Coordinator, clinical faculty, and theory faculty. Oversees coordination of experiential learning activities including clinical placements. a. Assigns students and clinical faculty to clinical sites. b. Works with clinical faculty to ensure clinical agency and health passport requirements for faculty and students are completed in a timely fashion. Communicates with clinical faculty and Nurse Educator Associates (clinical adjuncts) regarding Integrated Experiential Learning course expectations and information to guide clinical agencies, Clinical Teaching Associates (preceptors), and students. Submits course syllabus, lab manuals, academic alerts, final grades, and the other course related materials according to established deadlines. Coordinates academic counseling for students in the Integrated Experiential Learning course who are in academic jeopardy. Facilitates resolution of student grievances related to the Integrated Experiential Learning course. Provides the Clinical Teaching Associates (Preceptors) with the course syllabus and the Clinical Teaching Associate (Preceptor) Manual. Supports clinical faculty and Nurse Educator Associates (clinical adjuncts) in nurturing and maintaining positive working relationships with Clinical Teaching Associates (preceptors). Collaborates with the Clinical Facilities Administrator or Administrative Coordinator to the School of Nursing, clinical faculty, and School of Nursing Quality Improvement Committee chairperson regarding faculty and student evaluation of clinical sites and Clinical Teaching Associates (preceptors). Collaborates with the Experiential Learning Center Director, Simulation Program Director, and clinical faculty regarding faculty and student evaluation of learning activities in the Experiential Learning Center for the BSN generic program. Ensures completed forms evaluating clinical performance of students are submitted to the Office of Enrollment Services. Coordination of course faculty 1. 2. Collaborates with the School of Nursing Faculty Development Committee, Semester Coordinator, Nurse Educator Associate (Adjunct Faculty) Liaison, and School of Nursing Quality Improvement Committee to develop, implement, and evaluate programs for orientation and development of experiential/clinical teaching expertise. Orients, mentors and supervises Nurse Educator Associates (Clinical Adjunct Faculty) teaching in the course. Informs them about the adjunct professional Faculty Manual 63 2013-2014 Edition 3. 4. 5. 6. 7. 8. 9. 10. development workshop and electronic resources posted on Blackboard. Requests assistance when needed from the Dean of Nursing for Faculty and Program Development. Advises the Dean of Nursing of student/faculty problems that arise. Coordinates the search process for Nurse Educator Associates (Clinical Adjunct Faculty) and chairs the search committee. Forwards hiring recommendations to the Associate Dean of Nursing for Faculty and Program Development, and following approval, initiates the contract. Writes an evaluation of the Nurse Educator Associate’s (clinical adjunct’s) performance that is shared with the Nurse Educator Associate, and places a copy of the evaluation along with the Nurse Educator Associate’s self-appraisal in the Dean’s files. Provides leadership to plan, implement and evaluate relevant and innovative learning experiences in the Integrated Experiential Learning course. Organizes and facilitates Integrated Experiential Learning course team meetings, and maintains minutes of the meetings. Participates in semester team meetings. Participates in relevant budget planning, and submits requests for library resources and laboratory equipment to meet course outcomes. Submits contracts for reimbursement of Nurse Educator Associates (Clinical Adjunct Faculty) teaching in NURS 335, 375 or 435 in the BSN generic program for orientation to clinical sites they have not been assigned to previously. Informs Nurse Educator Associates (Clinical Adjunct Faculty) about the process for clinical travel reimbursement. Qualifications: 1. 2. 3. 4. 5. 6. 7. Master’s degree in nursing Doctoral degree in nursing or related field (preferred) Licensure as a registered nurse in Oregon Tenured or tenure-track faculty, Visiting Professor or Clinical Associate Excellent teaching and organizational skills Excellent interpersonal and communication skills; ability to facilitate conflict resolution Experience and demonstrated interest in ongoing curriculum development Faculty Manual 64 2013-2014 Edition Chapter IV: Nursing Department and College Committee/Council Membership Faculty Manual 65 2013-2014 Edition School Of Nursing Faculty Assembly Members Alex Asbury ........................................ Advisory, Clinical Facilities and Project Coordinator Joyce Betita ......................................... Advisory, Experiential Learning Center Director Henny Breen ....................................... Course Lead (NURS 315 & 470 in RN-BSN Program), Assistant Professor of Nursing Sue Butell ........................................... Professor of Nursing Fred Calixtro ....................................... Assistant Professor of Nursing Samantha D’Ambrosio ....................... Advisory, Administrative Assistant to the School of Nursing Corrina Emch ...................................... Clinical Associate-Simulation Bev Epeneter ....................................... Interim Associate Dean of Nursing for Instructional Programs, Semester IV Coordinator, Professor of Nursing Celia Grachico .................................... Advisory, Experiential Learning Center Coordinator Kandys Greenlund .............................. Simulation Program Director, Visiting Assistant Professor of Nursing Katherine Hammond ........................... Visiting Assistant Professor of Nursing Deb Henry ........................................... Advisory, Clinical Facilities Administrator Nancy Hodges………………………. Integrated Experiential Learning II Coordinator (Spring), Clinical Associate Carmen Ingulli .................................... Integrated Experiential Learning III Coordinator, Assistant Professor of Nursing Noreen Johansson ............................... Professor of Nursing Melissa Jones ...................................... Course Lead (NURS 309 & 460 in RN-BSN Program), Assistant Professor of Nursing Susan Juedes ....................................... Visiting Assistant Professor of Nursing Jennifer Keltner................................... Advisory, Administrative Assistant to the School of Nursing Kathy Kinderman ................................ Course Lead (NURS 320 in RN-BSN Program), Assistant Professor of Nursing Kimberly Kintz ................................... Assistant Professor of Nursing Mallie Kozy ........................................ Dean of Nursing, Professor of Nursing Cheryl Langford ................................. Associate Professor of Nursing Barbara Limandri ................................ Professor of Nursing Melissa Lowther ................................. Advisory, Temporary Simulation Operations Manager Linda Luce .......................................... Integrated Experiential Learning IV Coordinator (RN-BSN Program), Visiting Assistant Professor of Nursing Karen Maxwell ................................... Assistant Professor of Nursing Jeannette O’Brien ............................... Integrated Experiential Learning II Coordinator (Fall), Curriculum Coordinator (Fall), Assistant Professor of Nursing Patrice O'Donovan .............................. Portland Campus Library Director, Professor Christine Pierce……………………... Integrated Experiential Learning IV Coordinator (Summer), Clinical Associate Shelly Quint…………………………Visiting Assistant Professor of Nursing Kristine Rethlake ................................ Advisory, Experiential Learning Center Coordinator Carol Roberts ...................................... Integrated Experiential Learning I Coordinator, Visiting Assistant Professor of Nursing Laura Rodgers ..................................... Professor of Nursing Neal Rosenburg................................... Associate Dean of Nursing for Faculty and Program Development, Associate Professor of Nursing Joanna Rowe ....................................... Semester I Coordinator, Professor of Nursing Mindy Schiebler.................................. Clinical Associate Lillian Schott ...................................... Student Representative Jan Selliken ......................................... Semester III Coordinator (Fall), Integrated Experiential Learning III Coordinator (Fall), Associate Professor of Nursing Jana Taylor ......................................... Professor of Nursing Faculty Manual 66 2013-2014 Edition Vivian Tong ........................................ Semester III Coordinator (Spring), Integrated Experiential Learning III Coordinator (Spring), Professor of Nursing Barbara Van Ness…………………… Advisory, Senior Laboratory Coordinator Miriam Volpin .................................... Integrated Experiential Learning II Coordinator, Assistant Professor of Nursing Jacqueline Webb ................................. Semester II Coordinator, Assistant Professor of Nursing Pam Wheeler ....................................... Semester IV Coordinator (Spring), Integrated Experiential Learning IV Coordinator, Associate Professor of Nursing Suchawadee Yimmee .......................... Assistant Professor of Nursing _____________________ .................. Student Representative Faculty Manual 67 2013-2014 Edition Linfield College Faculty Standing Committee Membership Last Revised: 08/17/13 Curriculum Chuck Dunn Kaarina Bean Sandra Lee Michael Crosser* Chad Tillberg Miriam Volpin Vivian Tong* Lissa Wadewitz M. Huntsberger Student Policies Chair AH AH NSM NSM PDX PDX SBS SBS 14 14 15 14 13 14 15 14 15 Chair AH AH NSM NSM PDX PDX SBS SBS 13 14 15 14 15 14 15 14 15 Chair AH NSM PDX SBS AHpc SBSpc NSMpc PDXpc 14 14 14 15 15 15 16 14 16 Rob Gardner* Masayuki Itomitsu Cheryl Langford Denise Farag Michael Hitchman* Lee Bakner Faculty Executive Council John Sagers Jackson Miller Jennifer Nordstrom Laura Rodgers Sharon Bailey Glasco Amy Orr Chris Gaiser Personnel Jim Diamond* Chris Kearney D. Pollock-Pelzner Jeremy Weisz Stephen Bricher Barbara Limandri Sue Butell* Peter Buckingham Mindy Larson Faculty Manual Chair 14 AH 15 NSM 15 PDX 14 SBS 14 Secretary 15 Faculty Trustee 15 * = second term (four-year limit unless serving as chair) AH = Arts and Humanities Division NSM = Natural Science and Mathematics Division PDX = Portland Division SBS = Social and Behavioral Division pc = Division representatives serving on both the Planning and Budget Committee and the College Planning and Budget Council Planning & Budget Tom Reinert* Brian Winkenweder John Syring* Su Yimmee* Lisa Weidman Brenda Marshall Sharon Wagner Liz Atkinson Melissa Jones Chair 15 AH 15 PDX 14 SBS 14 NSM 15 Fac. Athletic Rep. Note: Chairpersons of academic divisions of the College are members of the College Faculty Executive Council. Laura Rodgers is chairperson of the Portland Division, and is, therefore, a member of the College Faculty Executive Council. All current Portland (PDX) Division representatives on College standing committees are nursing faculty members. The College faculty representative on the Board of Trustees is Jan Selliken, a nursing faculty member. 68 2013-2014 Edition Membership of School of Nursing Standing Committees (2013-2014) Standing Committee / Member Position Term Admissions, Progressions, Honors, and Graduation Linda Luce, Chair (2nd term) Pam Wheeler Noreen Johansson Mallie Kozy, Dean of Nursing Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Todd McCollum, Director of Enrollment Services John Gallagher, Division of Continuing Education Registrar Anne Girardelli, Assistant Director of Registration and Records Faculty Faculty Faculty Ex-officio member Ex-officio member Ex-officio member Ex-officio member Ex-officio member Ex-officio member 2013-2015 2013-2015 2012-2014 Student Student Curriculum Jeannette O’Brien, Chair (2nd term) Henny Breen Joanna Rowe (Semester I Coordinator) Jackie Webb (Semester II Coordinator) Jan Selliken (Semester III Coordinator) Bev Epeneter (Semester IV Coordinator) Mallie Kozy, Dean of Nursing Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Joyce Betita, Experiential Learning Center Director Faculty Faculty Faculty Faculty Faculty Faculty Ex-officio member Ex-officio member Ex-officio member Ex-officio member 2012-2014 2013-2015 2013-2014 2013-2014 2013-2014 2013-2014 Student Student Faculty Development Karen Maxwell, Chair Carmen Ingulli (2nd term) Susan Juedes Mallie Kozy, Dean of Nursing Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Faculty Faculty Faculty Ex-officio member Ex-officio member Ex-officio member 2013-2015 2012-2014 2012-2014 Student Student Quality Improvement Kim Kintz, Chair Carol Roberts Kathy Kinderman Shelly Quint Patrice O’Donovan Mallie Kozy, Dean of Nursing Bev Epeneter, Interim Associate Dean of Nursing for Instructional Programs Neal Rosenburg, Associate Dean of Nursing for Faculty and Program Development Deb Henry, Clinical Facilities Administrator Faculty Faculty Faculty Faculty Faculty Ex-officio member Ex-officio member Ex-officio member Ex-officio member 2012-2014 2012-2014 2013-2015 2013-2015 (2012)-2014 Student Student Carol Roberts Faculty Manual Parliamentarian 69 2013-2015 2013-2014 Edition Membership Of Clinical Advisory Council Last revised 8/17/13 The purpose of the Clinical Advisory Council is for nurses from the community to provide counsel to the School of Nursing concerning the nursing curriculum, the changing health care system, community health care needs, and expectations of Linfield Good Samaritan School of Nursing graduates. Two nursing student representatives to the Clinical Advisory Council are selected by ASLC-PC. Name Title Organization Jennifer Badzinski Human Resources (Clinical Education) Silverton Health Nancy Bensen Clinical Education Resource Specialist Tuality Community Hospital Carol Bradley Chief Nursing Officer Legacy Health System Traci Charlton Associate Chief Nursing Officer Portland Veterans Administration Medical Center Susan Chauvie OCHIN Beth Cherry Administrative Assistant III, Regional Nursing Administration Providence Health & Services Michele Cooper Clinical Education Coordinator Portland Veterans Administration Medical Center Kim Copeland Clinical Educator Adventist Health Paula Crispin Chief Clinical Officer Vibra Specialty Hospital of Portland Amy Doepken RN Residency and Academic Relationships Program Director Legacy Health Cindy Evans Director of Nursing Legacy Health Ann Evans Nursing Professional Development Silverton Health Delores Focht Director of Nursing Services Maryville Nursing Home Kristun Grondal MPA Program Director MacDonald Center Janis Guske Director of Nursing Services Cascadia Behavioral Healthcare Mary Rita Hurley Executive Director Oregon Center for Nursing Christine Huston Education Coordinator Marquis Companies Joy Ingwerson Interim Executive Director and Nursing Education Consultant Oregon State Board of Nursing Ruby Jason Pediatric Division Director Doernbecher Children’s Hospital Tasha Kiger Kaizen Specialist Salem Health Marylee King Center Director MacDonald Center Susan King Executive Director Oregon Nurses Association Troy Larkin Regional Director of Nursing Education Providence Health System Pat Lippy Education Coordinator Willamette Valley Medical Center, Capella Health Allison Lublin Director of Nursing Services Prestige Care, Highland Terrace Lori Martin Director of Nursing Oregon State Hospital Pam Matthews Executive Director Willamette Valley Hospice Faculty Manual 70 2013-2014 Edition Name Title Organization Deanne McKiver Legacy Health Maribel Mendez Clinical Education Coordinator Salem Health Marilyn Nichols Executive Support Specialist, Nursing Administration Oregon State Hospital Robin Paisley Director of Nursing Services Telecare Corporation Sarah Rawson Nursing Development Consultant Multnomah County Health Department Shereen Rodrigues HR Assistant The Portland Clinic Melody Routley Nursing Professional Development Specialist Kaiser Permanente Deborah Scheetz Vibra Specialty Hospital of Portland Travis Scott Vibra Specialty Hospital of Portland DeAnn Sellers Interim Manager of Clinical Education Tuality Healthcare Cheryl Snodgrass Clinical Educator PeaceHealth Southwest Medical Center Mary Stock Clinical Placement Coordinator Oregon Health & Science University Lynn Szender Nurse Administrator - Director of Health Services Mary's Woods Faculty Manual 71 2013-2014 Edition Membership Of Diversity And Inclusion Advisory Council The purpose of the Diversity and Inclusion Advisory Council is to provide consultation regarding culturally relevant curriculum issues, recruitment and retention of underrepresented populations in the School of Nursing, and networking and information exchange. Two nursing student representatives to the Diversity and Inclusion Advisory Council are selected by ASLCPC. Name Organization Michael Reyes Andrillon Linfield College Director of Multicultural Programs Beverly Epeneter Linfield-Good Samaritan School of Nursing Interim Associate Dean of Nursing for Instructional Programs Leslie Garcia Oregon Health Sciences University Mallie Kozy Linfield-Good Samaritan School of Nursing Dean of Nursing Apolonia Martinez Linfield-Good Samaritan School of Nursing Student Representative Maikia Moua State of Oregon Connie Nguyen-Truong Oregon Health Sciences University Neal Rosenburg Linfield-Good Samaritan School of Nursing Associate Dean of Nursing for Faculty and Program Development Paul Smith Chemeketa College Leah Taylor Linfield-Good Samaritan School of Nursing Student Representative Judith Ulibarri U. S. Veterans Affairs Richard Vicenzi Ben Hudnall Memorial Trust Career Counselor Jacqueline Webb Linfield-Good Samaritan School of Nursing Faculty Member Faculty Manual 72 2013-2014 Edition Membership Of The College Advisory Committee On Diversity Name Title Reshmi Dutt-Ballerstadt Associate Professor of English Lisa Knodle-Bragiel Director of Admissions Sujan Dhoju Student Representative Darrell Driver Campus Facilities Crystal Galarza Student Representative Gennie Harris Associate Professor of Education David Massey Associate Professor of Religion/College Chaplain John McKeegan College Counsel/Advisor to the President Gerardo Ochoa Associate Director of Financial Aid (Portland Campus) Linda Powell Assistant Vice President for Finance and Administration/Director of Human Resources Michael Reyes Andrillon Director of Inclusion and Access (Portland Campus) Jason Rodriguez Director of Multicultural Programs (McMinnville Campus) Neil Rosenburg Associate Dean of Nursing for Faculty and Program Development, Associate Professor of Nursing Martin DwomohTweneboah Professor of Computer Science Jacqueline Webb Assistant Professor of Nursing Faculty Manual 73 2013-2014 Edition Membership Of The College Facilities Planning Committee Name Title Susan Agre-Kippenhan Vice President for Academic Affairs/Dean of Faculty Liz Atkinson Associate Professor of Chemistry Scott Carnahan Athletic Director/Professor of Health and Human Performance Glenn Ford Vice President for Finance and Administration/CFO Dave Hecox Director of Portland Campus Operations Thomas Hellie President Susan Hopp Vice President for Student Affairs and Athletics/Dean of Students Jeff Mackay Director of Residence Life/Associate Dean of Students John Sagers Chair of the Faculty Executive Council/Associate Professor of History Jana Taylor Professor of Nursing Faculty Manual 74 2013-2014 Edition Membership Of The College Linfield Curriculum (General Education Requirements) Working Groups Name Creative Studies (CS) Debbie Canepa Thierry Durrand Jackson Miller Brian Winkenweder Individuals, Systems and Societies (IS) Masayuki Itomitsu Tom Love Susan Sivek Tanya Tompkins Natural World (NW) Liz Atkinson Nancy Bishop Jennifer Heath Jeremy Weisz Quantitative Reasoning (QR) Michael Crosser Dan Ford Jeff McNamee Jennifer Nordstrom Ultimate Questions (UQ) Kaarina Beam Nick Buccola David Fiordalis Neal Rosenburg Vital Past (VP) Sharon Bailey Glasco Janet Gupton Dawn Nowacki Daniel Pollack-Pelzner Faculty Manual Department Heath, Human Performance and Athletics Modern Languages Theater and Communication Arts Art and Visual Culture Modern Languages Sociology and Anthropology Mass Communication Psychology Chemistry Environmental Studies Physics Biology Physics Computer Science Health, Human Performance and Athletics Mathematics Philosphy Political Science Religious Studies Nursing History Theater and Communication Arts Political Science English 75 2013-2014 Edition Name Global Pluralisms (GP) Reshmi Dutt-Ballerstadt Randy Grant Sandra Lee Tyler Laird-Magee US Pluralisms (US) Kena Avila Michael Huntsberger Brend DeVore Marshall Faun Tiedge Faculty Manual Department English Economics Theater and Communication Arts Business Education Mass Communication Theater and Communication Arts Music 76 2013-2014 Edition Membership Of School Of Nursing Writing Task Force Name Title Beverly Epeneter, Chair Associate Dean of Nursing for Instructional Programs, Professor of Nursing Nancy Hodges Clinical Associate Susan Juedes Visiting Assistant Professor of Nursing Joanna Rowe Professor of Nursing Jan Selliken Associate Professor of Nursing Jackie Webb Assistant Professor of Nursing Cheri White Director of Learning Support Services Faculty Manual 77 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Schedule Of Meetings 2013-2014 College Faculty Assembly meetings are in Riley 201 on the McMinnville campus (teleconference is available in PH conference room) from 04:00-05:30 pm. School of Nursing Faculty Assembly meetings are in PH 104 from 04:00-05:30 pm. School of Nursing Committees are responsible for scheduling their own monthly meetings. SON = School of Nursing August/September 8/26 SON Department Meeting 2 Labor Day 9 College Faculty Assembly 16 SON Department Meeting 23 Division 30 SON Department Meeting November 4 College Faculty Assembly 11 SON Department Meeting 18 Division 25 Thanksgiving Break February 10 SON Department Meeting 17 24 October 7 College Faculty Assembly 14 SON Department Meeting 21 Division 28 SON Department Meeting College Faculty Assembly Division April 7 College Faculty Assembly 14 SON Department Meeting (Vote on Nursing committee slate) 21 Division 28 SON Department Meeting Faculty Manual 78 December 2 College Faculty Assembly 9 SON Department Meeting 16 Winter Break 23 Winter Break March 3 SON Department Meeting (Committee Nominations) 10 College Faculty Assembly 17 Division 24 Spring Break 31 SON Department Meeting May 5 SON Department Meeting 12 College Faculty Assembly 19 26 SON Department Meeting Memorial Day 2013-2014 Edition Chapter V: Curriculum Faculty Manual 79 2013-2014 Edition Overview Of The Linfield-Good Samaritan School Of Nursing Program The Vision, Mission, and Philosophy of the School of Nursing are derived from the College Mission Statement and provide a foundation upon which the curriculum is structured. The curriculum is designed to be applicable to both generic students with no previous preparation in nursing and the returning registered nurse seeking a baccalaureate degree. The School of Nursing provides a quality education derived from a liberal arts foundation and nursing theory and research, supplemented by content from other disciplines. The School prepares graduates to act as providers of direct and indirect care, designers/coordinators/ managers of care and members of the nursing profession to meet the health needs of multidimensional individuals and families, groups, communities, and populations in a diverse and multicultural society. Analytical, critical, and creative thinking, as well as intuitive processes are developed as a basis for independent and collaborative decision making in the application of clinical judgment, which includes the nursing process. The curriculum is designed to expose the student to a variety of factors that contribute to the development of a professional worldview. Among these factors are an awareness of the historical and legal context of nursing, diverse professional and cultural values, social issues, and ethical concepts. Experiences are selected to motivate students toward understanding the needs of others, assuming the role of client educator and advocate, making creative and constructive contributions to society, and lifelong learning. Scholarly activity is promoted to prepare students for graduate study in nursing. Graduates are expected to be accountable for their own practice of nursing and delegated nursing care, as well as provide leadership in implementing changes necessary to meet the health needs of a complex and evolving society. The organization and internal consistency of the curriculum are demonstrated in the “Linfield College Mission Statement,” “Vision/Mission/Philosophy Statement of the School of Nursing,” “Curricular Themes, Modes of Inquiry and Curriculum Conceptual Organization,” and “Program Outcomes.” The “Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education” provides a visual organizational structure for the curriculum. The nursing program uses the following professional nursing standards and guidelines: AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, which can be found at the following website: http://www.aacn.nche.edu/Education/ bacessn.htm ANA Code of Ethics for Nurses with Interpretive Statements that describes the ethical obligations and duties of professional nurses and nursing students. It can be found at the following website: http://nursingworld.org/MainMenuCategories/EthicsStandardsfor Nurses ANA Standards of Practice Nurse Practice Act Faculty Manual 80 2013-2014 Edition The Essentials Of Baccalaureate Education For Professional Nursing Practice “The following nine Essentials address the key stakeholders’ recommendations and landmark documents such as the Institute of Medicine’s recommendations for the core knowledge required of all healthcare professionals. The Essentials emphasize such concepts as patient-centered care, interprofessional teams, evidence-based practice, quality improvement, patient safety, informatics, clinical reasoning/critical thinking, genetics and genomics, cultural sensitivity, professionalism, and practice across the lifespan in an ever-changing and complex healthcare environment. Essentials I-IX delineate the outcomes expected of graduates of baccalaureate nursing programs. Achievement of these outcomes will enable graduates to practice within complex healthcare systems and assume the roles: provider of care; designer/manager/coordinator of care/ and member of a profession. Essential IX describes generalist nursing practice at the completion of baccalaureate nursing education. This Essential includes practice-focused outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I-VIII. The nine Essentials are: Essential I: Liberal Education For Baccalaureate Generalist Nursing Practice A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic Organizational And Systems Leadership For Quality Care And Patient Safety Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high quality health care. Essential III: Scholarship For Evidence Based Practice Professional nursing practice is grounded in the translation of current evidence into one’s practice. Essential IV: Information Management And Application Of Patient Care Technology Knowledge and skills in information management and patient care technology are critical in the delivery of quality patient care. Essential V: Health Care Policy, Finance, And Regulatory Environments Healthcare policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the healthcare system and thereby are important considerations in professional nursing practice. Essential VI: Interprofessional Communication And Collaboration For Improving Patient Health Outcomes Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care. Faculty Manual 81 2013-2014 Edition Essential VII: Clinical Prevention And Population Health Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism And Professional Values Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate Generalist Nursing Practice The baccalaureate-graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of healthcare environments. The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of healthcare resources inherent in caring for patients. Learning opportunities, including direct clinical experiences, must be sufficient in breadth and depth to ensure the baccalaureate graduate attains these practicefocused outcomes and integrates the delineated knowledge and skills into the graduate’s professional nursing practice. Clinical learning is focused on developing and refining the knowledge and skills necessary to manage care as part of an interprofessional team. Simulation experiences augment clinical learning and are complementary to direct care opportunities essential to assuming the role of the professional nurse. A clinical immersion experience provides opportunities for building clinical reasoning, management, and evaluation skills.” (AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Faculty Manual 82 2013-2014 Edition Code Of Ethics For Nurses Provision 1: The nurse, in all professional relationships, practices with compassion and respect for the inherent dignity, worth, and uniqueness of every individual, unrestricted by considerations of social or economic status, personal attributes, or the nature of health problems. Provision 2: The nurse’s primary commitment is to the patient, whether an individual, family, group or community. Provision 3: The nurse promotes, advocates for, and strives to protect the health, safety, and rights of the patient. Provision 4: The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care. Provision 5: The nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety, to maintain competence, and to continue personal and professional growth. Provision 6: The nurse participates in establishing, maintaining, and improving health care environments and conditions of employment conducive to the provision of quality health care and consistent with the values of the profession through individual and collective action. Provision 7: The nurse participates in the advancement of the profession through contributions to practice, education, administration, and knowledge development. Provision 8: The nurse collaborates with other health professionals and the public in promoting community, national, and international efforts to meet health needs. Provision 9: The profession of nursing, as represented by associations and their members, is responsible for articulating nursing values, for maintaining the integrity of the profession and its practice, and for shaping social policy. (ANA Code of Ethics for Nurses with Interpretive Statements, 2001.) Faculty Manual 83 2013-2014 Edition Standards Of Practice Standard 1. Assessment The registered nurse collects comprehensive data pertinent to the healthcare consumer’s health or the situation. Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine the diagnoses or issues. Standard 3. Outcome Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation. Standard 4. Planning The registered nurse develops a plan of care that prescribes strategies and interventions to attain expected outcomes. Standard 5. Implementation The nurse implements the interventions identified in the plan. Standard 5A. Coordination of Care Standard 5B. Health Teaching and Health Promotion Standard 6. Evaluation The registered nurse evaluates progress toward attainment of outcomes. Standard 7. Ethics The registered nurse practices ethically. Standard 8. Education The registered nurse attains knowledge and competence that reflects current nursing practice. Standard 9. Evidence-Based Practice and Research The registered nurse integrates evidence and research findings into practice. Standard 10. Quality of Practice The registered nurse contributes to quality nursing practice. Standard 11. Communication The registered nurse communicates effectively in a variety of formats in all areas of practice. Standard 12. Leadership The registered nurse demonstrates leadership in the professional practice setting and the profession. Faculty Manual 84 2013-2014 Edition Standard 13. Collaboration The registered nurse collaborates with the healthcare consumer, family and others in the conduct of nursing practice. Standard 14. Professional Practice Evaluation The registered nurse evaluates her or his own nursing practice in relation to professional practice standards and guidelines, relevant statutes, rules and regulations. Standard 15. Resource Utilization The registered nurse utilizes appropriate resources to plan and provide nursing services that are safe, effective and financially responsible. Standard 16. Environmental Health The registered nurse practices in an environmentally safe and healthy manner. (ANA Scope and Standards of Nursing Practice, 2010) Faculty Manual 85 2013-2014 Edition Linfield College Mission Statement Approved: 05/04/02 Linfield College advances a vision of learning, life, and community that: • • • • • • promotes intellectual challenge and creativity, values both theoretical and practical knowledge, engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience. Linfield-Good Samaritan School Of Nursing Vision/Mission/Philosophy Statement Approved: 04/06/09 Vision Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Philosophy We believe that healthcare is a fundamental right that takes place within and among diverse and intersecting communities. Our diverse and inclusive learning environment fosters a commitment to social justice. Respect for multiple perspectives guides students and faculty to provide effective intercultural care, contribute to local and global efforts to eliminate health disparities, and advocate for vulnerable populations. Understanding that health and illness result from complex interrelated factors, nurses assume a leadership role in creating healthy communities by promoting health and healing, preventing disease, and influencing healthcare policy. Nurses develop collaborative partnerships with clients, healthcare providers, and other stakeholders to achieve healthcare goals in a variety of settings. Consistent with the foundational education principles of Linfield College, the School of Nursing promotes integrated learning, global and multicultural awareness, and experiential learning that fosters reflective practice essential for professional nurses in the 21st century. We believe that learner centered education is best achieved within a supportive community that values individual learning styles and builds on previous knowledge and practical experience. Our curriculum is designed to facilitate the development of theory acquisition, clinical skill development, and Faculty Manual 86 2013-2014 Edition socialization into the profession of nursing. The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. Faculty Manual 87 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Curricular Themes, Modes Of Inquiry, And Curriculum Conceptual Organization Curricular Themes: Communication Community Diversity Ethics Health Stewardship Modes of Inquiry: Evidence Based Practice/Scholarship Reflective Practice Praxis Curriculum Conceptual Organization: Each semester is organized around a central theme: • • • 100 and 200 levels: Liberal Arts Support Courses 300 level Semester 1: Foundations for Community-Based Nursing Practice Semester 2: Chronic Health 400 level Semester 3: Acute Health Semester 4: Stewardship for Health Curricular themes and modes of inquiry weave through all the courses becoming more complex and building on previous knowledge and skills. A cohesive clinical experience each semester builds on skills and knowledge and integrates the theory included in concurrently taught courses. Progressive learning from semester 1 to semester 4: • • • • • • Basic clinical skills to complex/invasive to synthesis More supervision to more independence Increasing complexity among and within curricular themes Increasing facility with the modes of inquiry Increasing engagement and competence with implementing the clinical reasoning model Increasing progression towards program outcomes Faculty Manual 88 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education The Linfield-Good Samaritan School of Nursing Theoretical Model for Community-Based Nursing Education provides a visual organizational structure for the curriculum. The model reflects the dynamic relationship between global and local communities and the community of learning. Central to this community of learning is a focus on learner centered education, which engages students in the practice of health promotion, illness prevention and treatment and reflects the value of social justice. The curriculum is grounded in a liberal arts education that includes integrative learning, inclusive excellence, and experiential learning. The curricular themes of communication, community, diversity, ethics, health, and stewardship provide a foundation for the program’s design and are developed throughout the program. Professional education includes nursing knowledge (what the student needs to know), clinical skills (what the student needs to do) and socialization into nursing practice (the student’s “being” as a professional nurse). The ways in which the student engages in a process of inquiry include evidence based practice, praxis, and reflective practice. Faculty Manual 89 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Theoretical Model For Community-Based Nursing Education Approved: 05/18/09 Faculty Manual 90 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Program Outcomes Approved: 04/06/09 Last Revised: 04/15/13 The graduate of Linfield-Good Samaritan School of Nursing: 1. Builds a professional practice informed by the mission of Linfield College and the vision, mission, and philosophy of the School of Nursing as well as the standards and values of the nursing profession. 2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. 3. Communicates effectively and collaboratively in a professional practice. 4. Uses a range of information and clinical technologies to achieve health care outcomes for clients. 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. 6. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients in the community. 7. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. 9. Incorporates a liberal arts based understanding of local and global healthcare issues to health promotion, risk reduction, disease and illness prevention, and disease and health care management. Faculty Manual 91 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Level Outcomes And Course Outcomes For Generic BSN Program And RN-BSN Program 100 and 200 Levels: Liberal Arts Support Courses 300 Level Outcomes 1. 2. 3. 4. 5. 6. 7. 8. Explains the role of the nurse in responding to ethical issues including social justice encountered in clinical practice. Provides safe, holistic client-centered care using evidence-based practice, clinical reasoning, and technology. Engages in professional communication and collaborative relationships within the community of learning. Applies principals of stewardship and clinical judgment to advocate for the health of clients within an organizational culture/system. Applies knowledge of cultural values and intercultural differences to influence client health outcomes. Implements nursing strategies that reflect an understanding of health and illness through integration of concepts from humanities, sciences and social sciences. Incorporates concepts of health promotion and illness prevention and treatment in the care of clients. Examines the impact of social and economic factors on the health care consumers, including clients from vulnerable populations. Semester 1: Foundations for Community-Based Nursing Education NURS 305: Foundations of Community-Based Nursing Practice (Course Outcomes) 1. 2. 3. 4. 5. Analyzes the historical development of the nursing profession Explains the roles of the professional nurse. Applies the concepts of community-based nursing related to health promotion principles. Integrates cultural and diversity principles into community-based nursing practice. Distinguishes the quality and safety practices required in the nursing profession. NURS 309: Transition to Professional Practice (Registered Nurse Students Only) (Course Outcomes) 1. 2. 3. Applies professional nursing roles of caring, advocacy, leadership, collaboration, client teaching, holistic assessment, and ethical decision-making. Engages in critical thinking processes that consider the complex social, economic, cultural, and political factors influencing health outcomes. Integrates evidence-based practice for delivery of optimal nursing care of clients, including those that are vulnerable or underserved. Faculty Manual 92 2013-2014 Edition 4. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. NURS 315: Professional Communication in Diverse Communities (Course Outcomes) 1. 2. 3. 4. Applies effective therapeutic communication techniques and interviewing skills to produce positive nurse-client relationships with diverse clients across the lifespan. Uses inter- and intra-professional communication and collaboration to produce positive working relationships. Reflects upon one’s beliefs and values as related to professional practice. Demonstrates an awareness of culture in effective nurse-client relationships. NURS 320: Scholarship of Nursing (Course Outcomes) 1. 2. 3. 4. Accesses appropriate information for evidence based practice. Communicates effectively through scholarly writing. Critically analyzes healthcare related literature. Describes the body of science that informs nursing knowledge and practice. Linfield Curriculum Quantitative Reasoning Mode of Inquiry (Learning Outcome) 1. 2. 3. 4. Frame contextual questions using mathematical representation. Apply models to deduce consequences or make predictions. Communicate quantitative arguments using clear prose. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. NURS 335: Integrated Experiential Learning I (Course Outcomes) 1. 2. 3. 4. 5. 6. 7. Integrates theoretical concepts of professional communication into clinical experiences. Applies principles of quality and safety required in nursing practice to the delivery of client care. Integrates theoretical concepts of community-based nursing and health promotion into practice. Demonstrates clinical judgment in the performance and analysis of individual and community assessments. Uses evidence-based strategies to develop plans of care. Provides culturally sensitive nursing care to individuals. Applies professional standards of moral, ethical and legal conduct in reflective practice. Faculty Manual 93 2013-2014 Edition Semester 2: Chronic Health NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions (Course Outcomes) 1. 2. 3. 4. 5. Describes the role of the nurse in care management of persons with chronic conditions. Explains the factors that affect the quality of life for persons with chronic conditions. Explores socioeconomic and ethical issues related to care management for persons with chronic conditions. Analyzes how chronic conditions affect health function of the individual and role relationships within families. Examines how developmental stages and culture influence a person’s adaptation to a chronic condition. NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I (Course Outcomes) 1. 2. 3. 4. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent chronic and mental health conditions. Incorporates concepts of pathophysiology and pharmacology to teach clients with chronic and mental health conditions about conventional and integrative treatment plans. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of clients with chronic and mental health conditions. Describes how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent chronic and mental health conditions. NURS 395: Mental Health and Illness Across the Lifespan (Course Outcomes) 1. 2. 3. 4. Explores socioeconomic and ethical issues related to nursing care management of vulnerable persons with mental illness. Examines the impact of mental illness related to family role relationships. Applies evidence-based strategies to promote mental health, screen and reduce risks related to mental health conditions. Reflects on individual, community and societal attitudes and beliefs towards persons with mental illness. Faculty Manual 94 2013-2014 Edition NURS 375: Integrated Experiential Learning II (Course Outcomes) 1. 2. 3. 4. 5. Uses clinical judgment to provide safe and effective nursing care to individuals with mental and chronic health conditions across the lifespan. Uses ethical decision making to advocate for vulnerable individuals and populations. Analyzes the lived experience of individuals with mental and chronic health conditions and their families. Participates on interdisciplinary and collaborative teams managing the care of persons with mental and chronic health conditions, their families, and caregivers. Applies evidence-based strategies to assist clients in meeting collaborative health outcomes. 400 Level Outcomes 1. 2. 3. 4. 5. 6. 7. 8. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients. Uses a range of information and clinical technologies to achieve health care outcomes for clients. Communicates effectively and collaboratively to provide client-centered nursing care in various healthcare communities. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. Incorporates a liberal arts based understanding of local and global healthcare issues to promote health, prevent disease and facilitate healing of clients across the lifespan. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. Semester 3: Acute Health NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care (Course Outcomes) 1. 2. 3. Analyzes the nursing care management of the pregnant woman, the woman giving birth, and persons at end of life. Integrates concepts and methods of ethical decision making into nursing care of diverse clients during pregnancy, birth and end of life. Examines the role of the nurse within interdisciplinary and collaborative teams in caring for persons and their families during pregnancy, birth and end of life. Faculty Manual 95 2013-2014 Edition NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II (Course Outcomes) 1. 2. 3. 4. Uses concept of pathophysiology and pharmacology to develop effective nursing strategies for clients with prevalent acute health conditions and episodic events. Incorporates concepts of pathophysiology and pharmacology to teach clients with acute health conditions and episodic events about conventional and integrative treatment plans. Uses concepts of pathophysiology and pharmacology for safe and effective medication management of prevalent acute health conditions and episodic events. Explains how developmental stages and culture influence the pathophysiology and pharmacological management of clients with prevalent acute health conditions and episodic events. NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions (Course Outcomes) 1. 2. 3. 4. Analyzes the role of the nurse in providing safe and effective care of acutely ill children, adults and older adults. Prioritizes nursing care of acutely ill children, adults and older adults. Adapts the plan of nursing care for acutely ill children, adults and older adults based on culture and developmental stages. Explains how organizational policies impact direct patient care in the acute care setting. NURS 435: Integrated Experiential Learning III (Course Outcomes) 1. 2. 3. 4. 5. 6. 7. Applies professional ethical and legal standards when providing nursing care. Demonstrates specialized physical and functional assessment skills in acutely ill children, adults and older adults. Uses clinical judgment in providing safe and effective evidence-based nursing care. Demonstrates skill in utilizing clinical technologies in performing patient care procedures. Participates on interdisciplinary and collaborative teams managing the care of persons with prevalent acute conditions and episodic events. Demonstrates effective professional communication with patients, families and team members. Applies concepts of care delivery to varied cultures and diverse populations. Faculty Manual 96 2013-2014 Edition Semester 4: Stewardship for Health NURS 460: Population-Based Nursing in a Multicultural and Global Society (Course Outcomes) 1. 2. 3. Explores public health principles and their application to multicultural, domestic and global populations. Explains the contextual complexity of multicultural, domestic and global community partnerships. Identifies as a global citizen in the practice of professional nursing. NURS 470: Leading and Managing in Nursing (Course Outcomes) 1. 2. 3. 4. Prepares for the role of the professional nurse as a leader and change agent in healthcare. Analyzes the impact of policy, finance and regulatory environments on healthcare. Examines ethical behavior in healthcare organizations. Integrates scholarship into professional writing and presentations. NURS 475: Integrated Experiential Learning IV (Course Outcomes) 1. 2. 3. 4. 5. 6. 7. 8. Uses ethical reasoning to provide healthcare for diverse clients and populations. Integrates appropriate information and technologies to achieve effective healthcare outcomes. Communicates effectively and collaboratively to provide client-centered nursing care in health care communities. Applies principles of stewardship, management and leadership to support healthcare quality and safety within complex organizational systems. Provides nursing care that incorporates diverse values and perspectives. Integrates knowledge from the liberal arts and sciences to inform nursing practice across the lifespan. Employs evidence-based strategies and reflective practice to provide holistic nursing care. Integrates knowledge of policies, finance, and regulatory environments to influence health care. Faculty Manual 97 2013-2014 Edition Description Of Required Nursing Courses In The Generic BSN Program And RN-BSN Program And Summary Of Theory And Clinical Hours NURS 305: Foundations of Community-Based Nursing Practice Foundational concepts of community-based nursing in preparation for reflective professional practice. (4 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 315, 320, and 335 NURS 309: Transition to Professional Practice (Registered Nurse Students Only) A transition to baccalaureate nursing practice for the Registered Nurse student. Builds on previous knowledge and skills applicable to the practice of professional nursing. (6 credits theory) Prerequisite: Admission to the School of Nursing NURS 315: Professional Communication in Diverse Communities Preparation for professional practice, including communicating with clients and collaborating with other professionals in interdisciplinary settings. (2 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 320 and 335 (RN-BSN Program Prerequisite or Corequisite: NUR 309) NURS 320: Scholarship of Nursing Practice Concepts necessary to engage in evidence-based nursing practice including the research process and scholarly communication. (3 credits theory) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315 and 335 (RN-BSN Program Prerequisites: NURS 309 and 315) This course satisfies the Quantitative Reasoning (QR) mode of inquiry in the Linfield Curriculum. NURS 335: Integrated Experiential Learning I Skill development for safe clinical nursing practice by using experiential learning in clinical and simulated laboratory settings that promotes integration of semester one concepts. (1 credit theory, 5 credits clinical) Prerequisite: Admission to the School of Nursing Corequisites: NURS 305, 315, and 320 Faculty Manual 98 2013-2014 Edition NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions Essential knowledge of concepts, theories, and clinical practice necessary to make sound clinical judgments when providing nursing care to persons with chronic conditions, their families, and caregivers. (3 credits theory) Prerequisites: NURS 305, 315, 320, and 335 Corequisites: NURS 365, 375, and 395 NURS 365: Clinical Pathophysiology and Pharmacology for Nursing Practice I Application of concepts of pathophysiology and pharmacology within the context of nursing care of clients with prevalent chronic and mental health conditions. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335. Corequisites: NURS 355, 375 and 395 NURS 375: Integrated Experiential Learning II Preparation to use sound clinical judgment in providing nursing care with clients experiencing chronic health conditions and mental health conditions in a variety of settings. Promotes integration of semester 2 concepts. (6 credits clinical) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 395 NURS 395: Mental Health and Illness Across the Lifespan Examine promotion of mental health, disease prevention, treatment and nursing care management of mental illness in diverse populations across the lifespan. (2 credits theory) Prerequisites: NURS 305, 315, 320 and 335 Corequisites: NURS 355, 365 and 375 NURS 425: Transitions and Decisions: Pregnancy, Birth and End of Life Care Essential concepts, knowledge and skills to care for clients and their families during major life transitions of pregnancy, birth and end of life. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 435, 445 and 455 NURS 435: Integrated Experiential Learning III Planning and delivery of nursing care that is evidence-based, prioritizes needs and goals, demonstrates skill proficiency, and considers ethical and cultural implications. Promotes integration of semester 3 concepts. (6 credits clinical) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 445 and 455 Faculty Manual 99 2013-2014 Edition NURS 445: Clinical Pathophysiology and Pharmacology for Nursing Practice II Application of concepts of pathophysiology and pharmacology as a foundation for nursing care of clients with prevalent acute health conditions and episodic events. (2 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 455 NURS 455: Nursing Care of Children, Adults and Older Adults with Acute Conditions Essential concepts, theories and clinical practice necessary to make sound clinical judgments when providing care to persons with acute conditions and their families. (3 credits theory) Prerequisites: NURS 355, 365, 375 and 395 Corequisites: NURS 425, 435 and 445 NURS 460: Population-Based Nursing in a Multicultural and Global Society Healthcare issues and interventions from multicultural, domestic and global perspectives. (2 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 470 and 475 (RN-BSN Program Prerequisites: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) NURS 470: Leading and Managing in Nursing Principles of organizational healthcare management, healthcare policy, and the role of the nurse leader in healthcare organizations. (3 credits theory) Prerequisites: NURS 425, 435, 445 and 455 Corequisites: NURS 460 and 475 (RN-BSN Program Prerequisite: NURS 309 and 315; Prerequisite or Corequisite: NURS 320) This course satisfies the Writing Intensive Course in the Major (MWI) requirement in the Linfield Curriculum. NURS 475: Integrated Experiential Learning IV Immersion experience in nursing. Experiential learning that incorporates simulation and practice in leadership, management and population-based nursing care in a multicultural and global society. (8 credits clinical) Prerequisites: NURS 425, 435, 445, and 455 Corequisites: NURS 460 and 470 RN-BSN Program Prerequisites: NURS 320, 460, and 470 Summary of Theory and Clinical Hours in Generic BSN Program Total credit hours theory and clinical:....... 54 Total credit hours theory: ........................... 29 Total credit hours clinical: .......................... 25 Total clinical hours: ..................................... 1050 (25 credits x 3 hours x 14 weeks) Faculty Manual 100 2013-2014 Edition Summary of Theory and Clinical Hours in RN-BSN Program Total credit hours theory and clinical:....... 24 Total credit hours theory: ........................... 16 Total credit hours clinical: .......................... 08 Total clinical hours: ..................................... 336 (8 credits x 3 hours x 14 weeks) Escrow credit or prior learning credit is given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455; equaling 15 credit hours theory and 17 credit hours clinical for a total of 32 credit hours. Total credit hours theory and clinical (including escrow credit): 56 Faculty Manual 101 2013-2014 Edition Praxis In The Curriculum Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because it is consistent with the teaching-learning philosophy of the curriculum. Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. Students are able to: perceive situations within their larger context make generalizations from their experiences take action as a responsible professional to modify/develop all levels of practice In weekly praxis seminars, faculty and students involved in clinical courses engage in dialogue focused on integrating clinical experiences with theoretical content. (See, Praxis Orientation in Appendix Q-1.) Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Nursing faculty adopted a Clinical Reasoning Model as a tool to help students think systematically about their clients and their clients’ stories, as well as the issues clients share. Faculty Manual 102 2013-2014 Edition Clinical Reasoning Model Reflection Judgment Actions Client State Reasoning Client Story Nursing Expected Outcome State Filters: Present State Collaborative Primary Issue(s) 1. 2. 3. 4. Risk for… • • • • • • Age Gender Family Culture Beliefs Medical Diagnosis • Environment • Illness/Health Trajectory Testing Adapted from: Outcome Present State Test (OPT) Model; © Pesut & Herman, 1999 Faculty Manual 103 2013-2014 Edition Linfield-Good Samaritan School of Nursing Clinical Reasoning Model Definition And Terms Approved: 05/21/12 Client Story In this section, the student should jot down the relevant facts of the story. This is the opportunity to describe the uniqueness of the person; it will include some details of the medical condition and the nursing care needs that can be determined from an analysis of that condition. It should give the reader a vivid picture of the client and his/her current situation. This is the starting point for the clinical reasoning process. It gathers the subjective and objective data that will be used in all the other steps. Data are collected from a variety of sources besides from the client, such as client records, lab reports, x-rays, or nursing notes. In calling it a story it humanizes the process beyond “data collection” and emphasizes that the client is a unique human being. Filters (age, gender, family, culture, beliefs, medical diagnosis, environment, illness/health trajectory): The filters are specific known areas that impact how a student thinks about the client story. By filtering the story through these different aspects the student begins to group the data into categories or by criteria that helps to streamline the student’s thinking about that client. For example, if the client story is a person with a broken femur, the student begins to think about that client situation differently if the client is a 2-year old, 8-year old, 25-year old, or an 85-year old person with a broken femur. The student may think about child abuse in the case of a 2-year old with a fractured femur, a motor vehicle/bicycle accident as the cause for a broken femur in an 8year old, or a fall in the 85-year old with a fractured femur. Another example would be that the client is someone who is a diabetic. What the student thinks about the needs of the client may be different if the client is a newly diagnosed diabetic or a DM Type 2 that is not being managed well on oral agents and now needs insulin, or someone with an insulin pump. Reasoning Here is where the student simplifies the complex client story into primary issues. The student needs to cluster the data in the client story into meaningful groups or patterns. The student does not list each individual piece of data. The idea of clustering data is to help the student see the big picture of the data and how the data relate to one another in a group and how that group of information relates to another group of data. Faculty Manual 104 2013-2014 Edition Using nursing diagnostic statements for each cluster of data helps to focus on the nursing needs of the client and will later drive the outcome and actions the student takes to help clients. The student is encouraged to use a NANDA format when formulating the nursing diagnostic statements. The NANDA format includes: (1) problem statement; (2) what the problem is related to; and (3) the evidence that leads to determine the problem. Clinical Reasoning Web: This is a visual way to represent the issues specific to the client. It is a pictorial representation of the functional relationships among the clusters of data. Start with the clusters and then show the relationship between the clusters with arrows. As the student draws the lines, the student reflects to himself/herself the reasons for connecting these clusters. The cluster with the most arrows is the primary issue with the highest priority for care. Determine the top three primary issues confronting the client and note them utilizing a nursing diagnosis format. It is often helpful to place the client in the center of the Clinical Reasoning Web. This picture will help guide the student to think about different aspects of the whole client in a health context. It may be easier to put the medical diagnosis in the middle with the client as that is usually the initial focus for coming into contact with client. Primary Issues: The number one primary issue is the issue that if and when solved will affect many of the other issues confronting the client. It should be stated in a nursing diagnostic statement in the NANDA format. Most nurses do not only focus on the number one primary issue but think about several issues simultaneously. Client State Present State: These are succinct statements that outline the major evidence that contributes to the primary issue of the client. For each statement of evidence in the present state there needs to be a corresponding expected outcome statement. Expected Outcome State: For each primary present state, there should be an outcome statement. The outcome statement needs to be stated positively and in measurable terms. This is to be the end result of the student’s nursing care. Where do the student and the client want the client to be if the student’s interventions are successful? Examples include: 1. Body temperature will decline at least one degree within the next eight hours (note specific date and time). 2. Client will verbalize increased satisfaction with rest and sleep pattern within one week (note specific date). 3. Client will report increase in energy level within next three days (note specific date). Faculty Manual 105 2013-2014 Edition 4. Intake will equal output within the next twenty-four hours (note specific date and time). 5. No evidence of postural hypotension during ambulation. 6. Client will report pain at two out of a scale of ten which is the client’s acceptable level. 7. Client will report waking up less frequently during the night in the next week. 8. Client will report an increased appetite and eat at least three-fourths of his meals within one week (note specific date). 9. Client will drink at least 1500 ml of fluid over the next eight hours (note specific date). Testing: A test is the process of juxtaposing the present state and the expected outcome state. During testing the nurse determines how well this gap between present state and outcome state has been filled. This is the application of comparative analysis. The evidence you gather is the test. A test must be something that provides a measure. At times a test may also be the intervention. For example: Daily weights and calorie count fit the definition of a test and also intervention. An intervention is a planned activity done by a nurse to achieve an expected and predictable outcome. So a calorie count is something we might choose to do as an intervention for our client. The resulting value of the calorie count is the test, because it provides the evidence that filled the gap between present state and the outcome state. Actions An intervention is a planned activity conducted by the student to achieve an expected and predictable outcome. This is the selection of interventions and actions that move the client from the present state to the outcome state. This must be client specific and should not be stated in general terms. For example, providing distraction is an intervention, but the specific intervention is to have a family member assist the client off the unit for a wheelchair ride to the hospital coffee shop. Nursing Actions: Are autonomous interventions that the student implements in his/her practice that are knowledge based, evidence based, and theory driven. Collaborative Actions: Are interventions that the student initiates in conjunction with an advanced health care provider (physician, nurse practitioner, or physician’s assistant) in response to specific client needs. Risk For . . .: Are specific conditions that clients are at high risk for occurrence based on the client story and other data. Therefore, the student implements plans of action to Faculty Manual 106 2013-2014 Edition monitor for the risk concern or to decrease the likelihood the condition will occur for this client. Judgment The student evaluates the client’s progress towards the expected outcome(s) in this step of the clinical reasoning model. The student asks himself/herself a series of questions: Is the outcome met, partially met or not met? Is the change in the client an improvement or is the client better? Is the client worse? Is the client the same as before the interventions? Is the client improving quickly enough for this situation? Are these the correct interventions for this problem? Are other interventions needed to help the client improve faster? Who do I need to notify of the change in the client status? Do I need to seek additional help? If so, who and when? If the outcome has been met or the client is improving, when do I need to enter this thought process about this client again? Reflection Reflection occurs on several different levels of thinking. The student should be a reflective practitioner. Therefore, the student hones the ability to reflect or compare what is currently happening with the client and what should be happening based on what is known about similar clients the student has cared for. This type of reflective thinking allows the student to change his/her conceptual thinking and clinical reasoning about a client in the moment that results in a different action and is called reflection-in-action. It takes much skill and experience for the student to reflect-in-action. To build a high level of reflective thinking to a competent or expert level, a nurse practices reflective thinking by reflection-on-action. Using the evaluation questions in the above judgment section, the student purposively thinks about or reflects on the client’s expected outcomes. If at any point in time the expected outcome is not being met or not being met quickly enough, the student re-enters the client story to see what has changed in the story, what data might have been missed in the story or think about the client differently. Faculty Manual 107 2013-2014 Edition Later Reflection: Is a time to reflect and think back on this specific case and begin to cluster it into the student’s personal library of clients that appear similar to this one: What was learned from this case? What was missed in this case? What was similar or different from the similar cases? This type of reflection will expand the student’s growth and knowledge base of signs and symptoms as he/she experiences more and more clinical encounters. The student will add to his/her bank of interventions as the student applies theoretical knowledge to actual client situations and as the student interacts with expert nurses. Faculty Manual 108 2013-2014 Edition Curriculum Glossary Of Terms Last Revised: 07/00/11 Acculturation Acculturation is the process of incorporating some of the cultural attributes of the larger society by diverse groups, individuals, or peoples (Helman, 2007). The process of acculturation is bidirectional, affecting both the host and target individual or communities in culture contact. Acculturation considers the psychological processes of culture contact between two or more cultural groups involving some degree of acculturative stress and possibly syncretism leading to new cultural variations and innovations (Chun, Organista, & Marin, 2003; Sam & Berry, 2006). (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Analytical Thinking Analytical thinking is the resolution or breaking up of any complex concept into its various simple elements in order to determine its nature. Caring Caring is an involved way of being that compels one to invest the self in acting with, for and/or on behalf of the one(s) needing care. This may involve overcoming prior biases and beliefs to be present to the person/situation. Caring may be focused towards an individual, group, or standard. Caring is nonjudgmental, intuitive, honest, empathic, committed (persistent) and other-focused. Bevis, E. (1995). Summary of common elements of caring. Workshop. Rochester, MN, January 26-27. Client Client is a patient, including individuals, families, groups, communities and populations across the life span. Clinical Judgment Clinical judgment involves the integration of knowledge from theory, practice and personal experience to guide nursing practice. It is a complex process utilizing critical, analytical and creative thinking, as well as, intuitive processes to provide quality nursing care for individual families and communities. Clinical Skills Clinical skills are the skills-based apprenticeship of practice, where skilled-know-how and clinical judgment are learned in particular situations (Benner, 2007). Communication Communication is a dynamic, interactive, goal-directed process for giving and receiving messages. It forms the basis for development of interpersonal relationships and for group process. It involves the transfer of information through listening, verbal and nonverbal behavior, writing and using information technology. Faculty Manual 109 2013-2014 Edition Community A community is a group of people characterized by some type of bond, interaction and collective activity regarding common concerns and possibilities. Community-Based Education Community-based education is viewed as a means of achieving educational relevance to community needs and, consequently, as a way of implementing a community-oriented program. It consists of learning activities that utilize the community extensively as a learning environment, in which not only the students, but also the teachers, members of the community, and representatives of other sectors are actively involved throughout the educational experience. An educational program can be community based if it includes learning activities in a balanced variety of settings, namely in the community and in a diversity of healthcare services at all levels including tertiary care hospitals (WHO). In addition: Community-based education can happen wherever healthcare occurs. Clinical experiences are based on reciprocity between the healthcare agency and the School of Nursing; short term and long term benefits of student involvement in the agency are considered. The client is situated along the continuum of care, and consideration is given to where the client “comes from” and is “going to” (distributive vs. episodic approach); nursing care requires upstream thinking. Community-based education is a mindset; a way of thinking that is an approach to nursing care in any setting or situation. Community of Learning Linfield College cultivates a community of learning that engages in the pursuit of excellence within its educational programs, across the institution, and in the broader community. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students, faculty and staff develop expertise as they investigate the breadth and depth of their chosen disciplines and professional fields, examine multiple perspectives, apply best practices, and defend informed judgments based on creative and critical thinking (Linfield College, 2011). Community Nursing Practice Community nursing practice is a philosophy of nursing that guides nursing care provided for individuals, families and groups wherever they are. It is not a specialty of nursing but a mind set about care that prevails in all areas of nursing practice. Community nursing practice is characterized by development of partnerships with clients (individuals, families or communities) towards a health outcome. It also involves an appreciation of the values and diversity of the community. Creative Thinking Creative thinking is the use of resources at hand to meet a particular need in a unique way; to bring into being something unique and original. Faculty Manual 110 2013-2014 Edition Critical Thinking Critical thinking is a process of making meaning of health and illness experiences and taking thoughtful action in partnership with the client. Cultural Diversity Cultural diversity is an all-inclusive concept, and includes differences in race, color, ethnicity, national origin, and immigration status (refugee, sojourner, immigrant, or undocumented), religion, age, gender, sexual orientation, ability/disability, political beliefs, social and economic status, education, occupation, spirituality, marital and parental status, urban versus rural residence, enclave identity, and other attributes of groups of people in society (Giger et al., 2007; Purnell & Paulanka, 2008). (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Cultural Humility Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient clinician dynamic, and to developing mutually beneficial and advocacy partnerships with communities on behalf of individuals and defined populations. Cultural humility is proposed as a more suitable goal than cultural competence in healthcare education (Tervalon & Murray Garcia, 1998). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Culture Culture is the sum of beliefs, practices, habits, likes, dislikes, norms, customs, rituals and so on, that we learn from our families during years of socialization. It is the medium of personhood and social relationships. It is a process rather than a static entity and changes over time. (Sources: Spector, R. (2000) Cultural Diversity in Health and Illness, Upper Saddle River, NJ: Prentice Hall, 5th ed., p. 78; Lipson, J.G. Dibble, S.L., Minarik, P.A. (1996). Culture and Nursing Care: A Pocket Guide, San Francisco: USCF Nursing Press, p.1. Decision Making Decision making is a process by which information is assimilated, integrated, evaluated, weighed and valued to arrive at the selection of a course of action from a number of possible alternatives. Critical thinking is needed to compare potential alternatives in terms of results obtained in previous similar situations, and creative thought is essential to identify previously untried alternatives. Epidemiology Epidemiology is the distribution, incidence and prevalence rates, risk factors, health status indicators, and control of disease in the population. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Ethics Ethics refers to traditions of belief about right and wrong, good and bad conduct, personal and professional, and institutions. Faculty Manual 111 2013-2014 Edition Evidence Based Practice Evidence based practice is an approach to clinical practice with individuals, family, groups and communities that integrates: 1. A systematic search for and critical appraisal of the most relevant evidence to answer a clinical question Research (systemic reviews) Evidence based theories Opinion leaders/expert panels (clinical practice guidelines) 2. One’s own clinical expertise Evidence from clinical expertise Assessment of client’s condition through subjective history-taking and objective clinical examination findings and laboratory reports Assessment of available health care resources 3. Client preferences and values Values are what the client “lives for” Preferences are what the client desires, including but not limited to treatment options (Adapted from Melynk, B. and Fineout-Overholt, E. (2005). Evidence-based practice. Philadelphia, PA: Lippincott, Williams and Wilkins.) Experiential Learning Linfield College facilitates experiential learning. Through the curriculum, as well as through cocurricular, extra-curricular, and institutional activities, and within liberal arts and professional programs, students apply theory and knowledge to lived experience in order to test and refine their understanding of a subject, clarify career goals, and discover the value of serving others (Linfield College, 2011). Global Perspective A global perspective acknowledges that people's commonalties are more evident and meaningful than the boundaries (e.g. geo-political, ethnic, religious, economic) that separate them. As boundaries are transcended, possibilities emerge for interdisciplinary collaboration that focuses on thinking globally and acting locally in order to sustain healthier communities and better utilization of the world's resources. Healing Healing is achieving the highest level of wellness possible. Healing occurs in an environment where nursing strategies are based on knowledge of pathology of diseases, symptoms and treatment modalities as well as knowledge of unique responses to a disease, its treatment and the illness experience. Faculty Manual 112 2013-2014 Edition Health Health is a subjective state of being perceived by individuals, families, groups and communities. Health Determinants Health determinants are those factors that determine the ability of the individual, family or community to achieve an optimal state of health. The determinants of health can be divided into four major categories: human biology (e.g., genetics, physiologic function, maturation), environment (e.g., physical, psychological, sociocultural, spiritual), lifestyle (e.g., employment, consumption, leisure) and health care systems (e.g., availability, accessibility, utilization). Knowledge of the relationship between health and its determinants allows for planned, proactive health care interventions. Health Promotion and Illness Prevention Health promotion and illness prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Epidemiologic studies show that lifestyle, environmental, and genetic factors are major determinants of population health in areas of wellness, illness, disability, and mortality (U.S. Department of Health and Human Services, 2000a). Thus, acute care and illness based episodic interventions alone are inadequate for improving health (Allan et al., 2004; Allen, Stanley, Crabtree, Werner & Swenson, 2005). Health promotion along with illness and injury prevention are important throughout the lifespan and include assisting individuals, families, groups, communities, and populations to prepare for and minimize health consequences of emergencies, including mass casualty disasters. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Health Disparities Health disparities are differences in the incidence, prevalence, mortality, and burden of disease and other adverse health conditions that exist among specific population groups in the United States (NIH, 2002-2006). The definition of health disparities assumes not only a difference in health but a difference in which disadvantaged social groups – who have persistently experienced social disadvantage or discrimination – systematically experience worse health or greater health risks than more advantaged social groups (Braveman, 2006). Consideration of who is considered to be within a health-disparity population has policy and resource implications. A healthcare disparity is defined as a difference in treatment provided to members of different racial (or ethnic) groups that is not justified by the underlying health conditions or treatment preferences of patients (IOM, 2002). These differences are often attributed to conscious or unconscious bias, provider bias, and institutional discriminatory policies toward patients of diverse socioeconomic status, race, ethnicity, and/or gender orientation. (AACN Cultural Competency in Baccalaureate Nursing Education, 2008.) Holism Holism is that state of harmony between body, mind, emotions, and spirit in an ever-changing environment. Holism embodies the view that an individual is an integrated whole, independent of the sum of the parts. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed.). Gaithersburg, MD: Aspen. Faculty Manual 113 2013-2014 Edition Holistic Nursing Holistic nursing is an art and a science that has as its primary purpose the provision of services that strengthen individuals, groups and communities and enable them to achieve the wholeness inherent within them. Self-care of the nurse is considered essential to maximizing the human potential in the nurse-client relationship and caring process. Dossey, B.M., Keegan, L., Guzzetta, C.E. & Kolkmeier, L.G. (2000). Holistic nursing: A handbook for practice (3rd ed). Gaithersburg, MD: Aspen. Inclusive Excellence Linfield College fosters inclusive excellence that encompasses global and multicultural understanding of human differences and similarities. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students, faculty and staff use both theoretical and experiential lenses to participate in an increasingly independent, diverse world (Linfield College, 2011). Inclusive excellence is the understanding that becoming an educated person in a pluralistic society includes developing the ability to communicate and interact with individuals and populations that are different from themselves. Four primary elements of inclusive excellence are: 1. 2. 3. 4. A focus on student intellectual and social development. Purposeful development and utilization of organizational resources to enhance student learning. Attention to the cultural differences learners bring to the educational experience and that enhance the enterprise. A welcoming community that engages all of its diversity in the service of student and organizational learning. (Association of American Colleges and Universities, 2005.) Information And Client Care Technologies Information technology includes traditional and developing methods of discovering, retrieving, and using information in nursing practice. Information technology systems include decisionsupport systems used to gather evidence to guide practice. Client care technology includes methods and equipment designed to provide assessment data and support anatomic and physiological function. Client care technology includes monitors, data gathering devices, medication administration systems, and other technological supports for client care interventions. (AACN, The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Integrative Learning Linfield College promotes integrative learning within and across its academic programs. Through the curriculum, as well as through co-curricular, extra-curricular, and institutional programming, students systematically discover and practice making connections within their disciplinary studies and across the various components of their undergraduate experience (Linfield College, 2011). Faculty Manual 114 2013-2014 Edition Intuition (Intuitive Thinking) Intuition is a process whereby the nurse knows something about a patient/client that is difficult to express. It is something experienced, not thought out, something felt rather than actively pursued or constructed. This knowledge is based primarily on a sense of salience and pattern recognition, which develops with experience. Intuition may provide essential information with which to make a clinical judgment. Leadership Leadership is a process in which one develops relationships and empowers others with a distinct vision that motivates all to achieve a common mission and goals. Organizational and systems leadership, quality improvement, and safety are critical to promoting high quality patient care. Leadership skills are needed that emphasize ethical and critical decision making, initiating and maintaining effective working relationships, using mutually respectful communication and collaboration within interprofessional teams, care coordination, delegation, and developing conflict resolution strategies. Basic nursing leadership includes an awareness of complex systems, and the impact of power, politics, policy, and regulatory guidelines on these systems. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Learner Centered Education Learner centered education is an approach to education in which teachers and students are both learners, working together to construct knowledge and develop students’ abilities to maximize knowledge acquisition and critical synthesis while promoting lifelong learning. Pedagogical approaches address students’ unique learning styles and support the success of all students. In addition, authentic assessments are used to measure student progress toward the development of specific learning outcomes. Nursing Knowledge Nursing knowledge is the cognitive and conceptual training to think in ways typical of and important to nursing (Benner, 2007). Nursing Roles Three major roles of professional nursing are: 1. Provider of Direct and Indirect Care As providers of direct and indirect care, the professional nurse is an advocate and educator for individuals, families, communities, and populations. Client advocacy requires that the nurse engage in evidence-based, holistic health care; evaluate care outcomes; and demonstrate leadership in improving care. 2. Designer/Coordinator/Manager of Care As designer, coordinator, and manager of care, the professional nurse functions autonomously and interdependently within the healthcare team. The nurse delegates tasks to healthcare personnel, as well as supervises and evaluates these personnel. The nurse is accountable for the outcomes of his/her own practice and delegated nursing care. Faculty Manual 115 2013-2014 Edition 3. Member of a Profession As member of a profession, the professional nurse is committed to lifelong learning and demonstrates strong critical reasoning, clinical judgment, communication, assessment skills, and an appropriate set of values and ethical framework for practice. As an advocate for high quality client care, the nurse is knowledgeable and involved in healthcare policy processes. (AACN The Essentials of Baccalaureate Education for Professional Nursing Practice, 2008.) Nursing Strategies Nursing strategies are actions used in the provision of care that are based on clinical judgment and move clients/patients toward health care outcomes. Persons Persons are holistic beings who are unique, valuable, and deserving of dignity and respect. Throughout their life cycle, persons adapt to their environment and are capable of growth. In the health care context persons may be referred to as clients, patients, consumers, members, inmates or other. Personhood Personhood is the essence of the qualities of each person that confers distinct individuality. Praxis Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. Students are able to: • • • perceive situations within their larger contexts make generalizations from their experiences take action as a responsible professional to modify/develop all levels of practice Privileged Intimacy Privileged intimacy is a space into which a nurse is allowed and in partnership with the patient creates a unique, healing relationship. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Professional Nursing Professional nursing is planning, providing, coordinating and evaluating health care services. It involves collaborating with patients/clients and other members of the health care team to assure the provision of holistic nursing care. This provision of care includes leading and managing other providers. Professional Values Values are beliefs or ideals to which an individual is committed and which are reflected in patterns of behavior. Professional values are the foundation for practice. They guide interactions with patients/clients, colleagues, other professionals and the public. Values provide Faculty Manual 116 2013-2014 Edition the framework for commitment to patient/client welfare, fundamental to professional nursing practice. The following values are essential for the professional nurse: Caring: Central to the practice of professional nursing and encompasses the nurse's empathy for and connection to the patient/client, as well as the ability to translate these affective characteristics into compassionate, sensitive, appropriate care. Altruism: Is a concern for the welfare and wellbeing of others and is reflected by the nurse's concern for the welfare of patients/clients, other nurses and other health care providers. Autonomy: Is the right to self-determination. Professional practice reflects autonomy when the nurse respects patients/clients' rights to make decisions about their health care. Human Dignity: Is respect for the inherent worth and uniqueness of individuals and populations. In professional practice, human dignity is reflected when the nurse values and respects all patients/clients and colleagues. Integrity: Is acting in accordance with an appropriate code of ethics and accepted standards of practice. Integrity is reflected in professional practice when the nurse is honest and provides care based on an ethical framework that is accepted within the profession. Social Justice: Is upholding moral, legal and humanistic principles. This value is reflected in professional practice when the nurse works to assure equal treatment under the law and equal access to quality health care. (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Professional Worldview The professional worldview is the attitudes, values and beliefs considered to be essential to the development and maintenance of the professional identity of the nurse. Professionalism Professional is the consistent demonstration of core values evidenced by nurses working with other professionals to achieve optimal health and wellness outcomes in patients, families, and communities by wisely applying principles of altruism, excellence, caring, ethics, respect, communication, and accountability (Interprofessional Professionalism Measurement Group, 2008). Professionalism also involves accountability for one’s self and nursing practice, including continuous professional engagement and lifelong learning. As discussed in the American Nurses Association Code of Ethics for Nurses with Interpretive Statements (2001), “The nurse is responsible and accountable for individual nursing practice and determines the appropriate delegation of tasks consistent with the nurse’s obligation to provide optimum patient care.” (From AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Faculty Manual 117 2013-2014 Edition Safety Safety in health care is the minimization of “risk of harm to patients and providers through both system effectiveness and individual performance” (Cronenwett et al., 2007). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Socialization into Nursing Practice Socialization into Nursing Practice is the moral and ethical apprenticeship to the social roles and responsibilities of the profession, through which novices are introduced to the meaning of an integrated practice of all dimensions of the profession (Benner, 2007). Society Society refers to social groupings that manage resources to meet most of their own needs, maintain a system of social interaction across generations, and have a discernible internal organization consistent with the cultural context in which they live. Spirituality Spirituality speaks to what gives ultimate meaning and purpose to one’s life. It is that part of people that seeks healing and reconciliation with self or others (Puchalski, 2006). (AACN The Essentials for Baccalaureate Education for Professional Nursing Practice, 2008.) Stewardship Stewardship is holding in trust for future generations those aspects of nursing valued by the profession. Stewardship is acting with integrity in an accountable and responsible way to ensure that professional care and service is provided to individuals, groups or a given population. Thinking and Knowing Skills As a means of inquiry, thinking/knowing skills include, but are not limited to: reflection, creativity, problem-solving from assessment through evaluation, decision-making, pattern recognition, intuition, clinical judgment and critical thinking. Thinking and knowing skills also include information management. Faculty Manual 118 2013-2014 Edition Chapter VI: Curriculum Plans Faculty Manual 119 2013-2014 Edition Curriculum Plans All admitted nursing students will be assigned to a specific curriculum plan based on prior academic work completed and available space. Start terms include Summer, Fall and Spring. Generic nursing students working on their first degree may be admitted either in the Fall or Spring. Generic nursing students with a prior bachelor degree may be admitted in the Summer to the accelerated curriculum plan. RN-BSN students may be admitted Summer, Fall or Spring to a three-semester curriculum plan (or up to five semesters part-time). All of the curriculum plans are detailed in the following pages. Students are encouraged to take advantage of elective courses, and to study abroad at least once before they graduate. The semester abroad option provides a cross-cultural experience as part of the general education requirements. January Term Travel courses also offer study abroad opportunities during a four week session. Registered Nurse students may arrange with international healthcare organizations for a short term intensive clinical experience outside the United States. Linfield College foundational education principles, the Linfield Curriculum (general education requirements), paracurriculum courses (requirement), January term international travel courses, and nursing elective courses are described in Appendix O-1. Faculty Manual 120 2013-2014 Edition Curriculum Plan For Generic BSN Program Nursing Student Entering Fall 2013 Admission Requirements Students admitted to this plan must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by July 10, 2013. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Fall 2013 will take courses according to the following curriculum plan. Fall 2013: NURS 305 Foundations of Community-Based Nursing Practice, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I, 6 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) January 2014: 3-5 credits, optional. Spring 2014: NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) Faculty Manual 121 2013-2014 Edition Summer 2014 Optional Linfield Curriculum and elective courses through the Department of Continuing Education Fall 2014: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. Linfield Curriculum course or elective if needed/desired, 3 or 4 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 425, 435, 445, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) January 2015: 3-5 credits, optional. Spring 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College. For a second baccalaureate degree, 35 additional credits in residence. This requirement will be met upon completion of the 54 hours of nursing courses. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. A minimum of 3 credits, one of which must be a physical activity course, must be earned at Linfield College or by transfer from another institution. Paracurriculum courses not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry seminar (INQS) or two writing courses, 4 semester credits. Creative Studies (CS), 3 semester credits. o o Individuals, Systems and Societies (IS), 3 semester credits. o Natural World (NW), 3 semester credits. o Quantitative Reasoning (QR), satisfied by NURS 320. o Ultimate Questions (UQ), 3 semester credits. o Vital Past (VP), 3 semester credits. Faculty Manual 122 2013-2014 Edition o o o o Global Pluralisms (GP), 3 semester credits. U.S. Pluralisms (US), 3 semester credits. Upper Division Course, 3 semester credits. Writing Intensive requirement satisfied by INQS and NURS 470. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475. (54 semester credits). Prerequisite courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Faculty Manual 123 2013-2014 Edition Curriculum Plan for Generic BSN Program Nursing Student Entering Spring 2014 Admission Requirements Students admitted to this plan must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by January 15, 2014. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Spring 2014 will take courses according to the following curriculum plan. Spring 2014: NURS 305 Foundations of Community-Based Nursing Practice, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I, 6 credits. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) Fall 2014: NURS 355 Nursing Care of Children, Adults, and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2 credits. Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) January 2015: 3-5 credits, optional. Faculty Manual 124 2013-2014 Edition Spring 2015: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. Linfield Curriculum course or elective, 3 or 4 credits, if needed/desired. Paracurriculum course if needed/desired, 1 credit. (Completion of NURS 425, 435, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) Fall 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College. For a second baccalaureate degree, 35 additional credits in residence. This requirement will be met upon completion of the 54 hours of nursing courses. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. A minimum of 3 credits, one of which must be a physical activity course, must be earned at Linfield College or by transfer from another institution. Paracurriculum courses not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry seminar (INQS) or two writing courses, 4 semester credits. o Creative Studies (CS), 3 semester credits. o Individuals, Systems and Societies (IS), 3 semester credits. o Natural World (NW), 3 semester credits. o Quantitative Reasoning (QR), satisfied by NURS 320. o Ultimate Questions (UQ), 3 semester credits. o Vital Past (VP), 3 semester credits. o Global Pluralisms (GP), 3 semester credits. U.S. Pluralisms (US), 3 semester credits. o o Upper Division Course, 3 semester credits. o Writing Intensive requirement satisfied by INQS and NURS 470. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210, Faculty Manual 125 2013-2014 Edition 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Faculty Manual 126 2013-2014 Edition Curriculum Plan For Accelerated Generic BSN Program Nursing Student Entering Summer 2014 Admission Requirements Students admitted to this plan must have a prior bachelor degree along with the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 3.00 as verified by official transcripts by the May 1, 2014. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Chemistry with lab or one year of Biology with lab (8 semester or 12 quarter credits minimum) One year of Anatomy & Physiology with lab (completed within the last seven years) One course of Microbiology with lab (completed within the last seven years) One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Students entering Summer 2014 as second degree students will take courses according to the following curriculum plan. Summer 2014: NURS 305 Foundations of Community-Based Professional Nursing, 4 credits. NURS 315 Professional Communication in Diverse Communities, 2 credits. NURS 320 Scholarship of Nursing, 3 credits. NURS 335 Integrated Experiential Learning I: Foundations, 6 credits. (Completion of NURS 305, 315, 320, 335 and a 2.500 GPA required for progression to NURS 355, 365, 375, 395.) Fall 2014: NURS 355 Nursing Care of Children, Adults and Older Adults with Chronic Conditions, 3 credits. NURS 365 Clinical Pathophysiology and Pharmacology for Nursing Practice I, 2 credits. NURS 375 Integrated Experiential Learning II, 6 credits. NURS 395 Mental Health and Illness Across the Lifespan, 2credits. (Completion of NURS 355, 365, 375, 395 and a 2.500 GPA needed for progression to NURS 425, 435, 445, 455.) Faculty Manual 127 2013-2014 Edition January 2015: 3-5 credits, optional Spring 2015: NURS 425 Transitions and Decisions: Pregnancy, Birth and End of Life Care, 2 credits. NURS 435 Integrated Experiential Learning III, 6 credits. NURS 445 Clinical Pathophysiology and Pharmacology for Nursing Practice II, 2 credits. NURS 455 Nursing Care of Children, Adults and Older Adults with Acute Conditions, 3 credits. (Completion of NURS 425,435, 445, 455 and a 2.500 GPA required for progression to NURS 460, 470, 475.) Summer 2015: NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits. NURS 470 Leading and Managing in Nursing, 3 credits. NURS 475 Integrated Experiential Learning IV, 8 credits. Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester credits. For a second baccalaureate degree, 35 additional credits in residence. All Summer entry students are pursuing their second degree and will meet this requirement upon completion of the 54 hours of NURS courses. Cumulative and major GPA of 2.500. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurriculum courses. Not required for second degree students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. All major requirements (with no grade C- or below). NURS 305, 315, 320, 335, 355, 365, 375, 395, 425, 435, 445, 455, 460, 470, 475 (54 semester credits). Prerequisite courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; transfer course selection guides are on the Portland Campus Website). Prerequisite computer competency: COMP 120 or computer proficiency. Faculty Manual 128 2013-2014 Edition Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Fall 2013 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN prerequisite GPA of 2.75 as verified by official transcripts by the Fall start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry seminar or equivalent college writing courses (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course equivalent One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Fall 2013 will take online courses according to the following curriculum plan. Fall 2013: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Spring 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Summer 2014: NURS 475 Integrated Experiential Learning IV, 8 credits* *Students entering Fall 2013 may opt to take NURS 475 Fall 2014 instead of the Summer 2014 compressed term, if necessary, without completing a petition to the Nursing Admissions, Progression, Honors and Graduation Committee to re-enter the program. Faculty Manual 129 2013-2014 Edition Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester hours. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurricular courses not required for Registered Nurse students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminar (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits Individuals, Systems and Societies (IS), 3 semester credits o o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR), satisfied by NURS 320 o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits Global Pluralism (GP), 3 semester credits o o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a transfer course selection guide is on the College Adult Degree Program Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Faculty Manual 130 2013-2014 Edition Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Spring 2014 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN GPA of 2.75 as verified by official transcripts by the Spring start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course equivalent One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Spring 2014 will take online courses according to the following curriculum plan. Spring 2014: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Summer 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Fall 2014: NURS 475 Integrated Experiential Learning IV, 8 credits Faculty Manual 131 2013-2014 Edition Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester hours. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurricular courses not required for Registered Nurse students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminar (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits Individuals, Systems and Societies (IS), 3 semester credits o o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR), satisfied by NURS 320 o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits Global Pluralism (GP), 3 semester credits o o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (24 semester credits). Prerequisite support courses: BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a transfer course selection guide is on the College Adult Degree Program Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Faculty Manual 132 2013-2014 Edition Curriculum Plan For RN-BSN Program Registered Nurse Student Entering Summer 2014 Admission Requirements Registered Nurse students admitted to this plan must have an unencumbered RN license from any US state where the student is living and where clinical rotations in courses will be completed. Provisional acceptance in the RN-BSN program will be considered pending successful completion of the NCLEX-RN exam prior to beginning course work. Registered Nurse students must have the following prerequisites completed with a minimum grade of “C” in each course and a minimum BSN GPA of 2.75 as verified by official transcripts by the Summer start date. Prerequisites may be completed at any regionally accredited college or university. Inquiry Seminar or equivalent college writing courses (4 semester credits minimum) One year of Anatomy and Physiology with lab or its academic course equivalent One course of Microbiology with lab One course of Nutrition One course of Lifespan Developmental Psychology One course of Statistics One course of Computer Applications (proficiency waiver available) Curriculum Plan Registered Nurse students entering Summer 2013 will take online courses according to the following curriculum plan. Summer 2014: NURS 309 Transition to Professional Practice, 6 credits NURS 315 Professional Communication in Diverse Communities, 2 credits (Completion of NURS 309, 315 and a 2.500 GPA required for progression in program) Fall 2014: NURS 320 Scholarship of Nursing, 3 credits NURS 470 Leading and Managing in Nursing, 3 credits NURS 460 Population-Based Nursing in a Multicultural and Global Society, 2 credits (Completion of NURS 320, 470, 460 and a 2.500 GPA required for progression to NURS 475) Spring 2015: NURS 475 Integrated Experiential Learning IV, 8 credits Faculty Manual 133 2013-2014 Edition Graduation Requirements Requirements for the Bachelor of Science in Nursing degree: 125 semester hours. Cumulative and major GPA of 2.500. Residency. No fewer than 30 credits must be from Linfield College if earning first bachelor’s degree and 35 credits if earning a second bachelor’s degree. Math proficiency. Met by statistics, a prerequisite for entry into the program. Paracurricular courses not required for Registered Nurse students. Linfield Curriculum (general education requirements). Not required if earning a second bachelor’s degree. Students with Associate of Arts Oregon Transfer Degree are required to complete two Linfield Curriculum Courses and an upper division course. See, the Linfield College Course Catalog for details. Prerequisite courses for the nursing major fulfill some, but not all, of these requirements. o Inquiry Seminar (INQS) or two writing courses, 4 semester credits o Creative Studies (CS), 3 semester credits Individuals, Systems and Societies (IS), 3 semester credits o o Natural World (NW), 3 semester credits o Quantitative Reasoning (QR), satisfied by NURS 320 o Ultimate Questions (UQ), 3 semester credits o Vital Past (VP), 3 semester credits Global Pluralism (GP), 3 semester credits o o U.S. Pluralism (US), 3 semester credits o Upper Division Course, 3 semester credits o Writing Intensive requirement satisfied by two writing courses and NURS 470 All major requirements (with no grade C- or below). NUR 309, 315, 320, 470, 460, 475 (54 semester credits). Prerequisite support courses: BIOL 210, 211 or CHEM 210, 211; BIOL 212, 213; BIOL 275 or 361; HHPA 280; INQS 125; MATH 140; PSYC 155 (McMinnville Campus Course offerings; the College Adult Degree Program offers all prerequisite courses except anatomy, physiology and microbiology; a transfer course selection guide is on Portland Campus Website). Prerequisite computer proficiency: COMP 120 or computer proficiency. Registered Nurse students may earn a maximum of 32 semester credits in the nursing major from previous work, on successful completion of NURS 309 Transition to Professional Practice with a grade above C-. Escrow credit, or prior learning credit will be given for NURS 335, 355, 365, 375, 395, 425, 435, 445 and 455. Total credits including required nursing courses and escrow credit is 56 semester credits. NURS 475 is an integrated experiential learning clinical course. Clinical experiences are tailormade for each Registered Nurse student, in a setting of the student’s choice where he/she is licensed. Clinicals generally can be conducted within the student’s work organization, with a department other than the department in which the student works. Clinical experience may be conducted in agencies other than the student’s place of employment, and also may be arranged with international healthcare organizations for short term intensive experiences outside of the United States. Faculty Manual 134 2013-2014 Edition Chapter VII: Evaluation Faculty Manual 135 2013-2014 Edition Overview Of Evaluation Plan Last Revised 08/08/13 Approved 09/16/13 Comprehensive systematic evaluation of the program is ongoing, and is considered an integral part of the refinement of the program. A fully implemented Evaluation Plan, reviewed yearly by the School of Nursing Quality Improvement Committee, codifies the evaluation process. The Evaluation Plan addresses evaluation of administration, faculty, students, curriculum, and resources. It includes the areas of evaluation, responsibility centers for the evaluation, methods or measures of evaluation, timetable for the areas of evaluation, analysis or applications, and expected outcomes of the evaluation. The School of Nursing Evaluation Plan results and action plans are posted electronically on Blackboard. Faculty Manual 136 2013-2014 Edition School Of Nursing Evaluation Plan Last Revised: 08/08/13 Approved: 09/16/13 Area of Evaluation Number, Preparation, Experience and Diversity of Administrators and Staff Responsibility Center Dean of Nursing Method//Measure Time Frame ADMINISTRATION Review number, preparation, experience and diversity of administrators and staff to support number of students Annually Analysis/Application Submit report to Nursing Faculty Assembly concerning adequacy of administrator and staff number, preparation, experience and diversity. If needed, submit requests for new positions to Vice President for Academic Affairs/Dean of Faculty for approval. If approved, request goes through budgetary process. Expected Outcome Number, preparation, experience and diversity of administrators and staff support number of students. Adequacy of preparation and experience of administrators and staff are noted in their position descriptions and documented in their personnel files. In accordance with Oregon State Board of Nursing standards, the Dean of Nursing has a master’s degree in nursing, an earned doctorate, preparation/ experience in curriculum and teaching, and at least five years of nursing experience of which at least three years are as a nurse educator or administrator. In accordance with Oregon State Board of Nursing standards, the school of nursing Experiential Learning Center administrators and staff with teaching responsibilities have as a minimum bachelor’s degrees in nursing and two years of nursing experience. Initiate search process for new administrator or staff positions if approved. Faculty Manual 137 2013-2014 Edition Area of Evaluation Administrator Appointments Effectiveness of Dean of Nursing Responsibility Center Method//Measure Time Frame Search Committee for Administrator initiated and chaired by one of the Associate Deans of Nursing and composed of 1 or 2 School of Nursing faculty or administrators, 1 or 2 faculty or administrators outside of department and 1 or 2 students Review applications, interview candidates, and seek feedback from faculty, administrators, and students on candidates’ presentation to campus College Faculty Executive Council Dean of Nursing completes Linfield College Administrator Appraisal: Self-Evaluation Form Analysis/Application Expected Outcome As needed Forward recommendation to College President regarding appointment based on search committee rating and interview with Dean of Nursing. College President interviews candidate and authorizes approval of appointment. Appointment process is in compliance with college policy, Toward Inclusive Excellence document, College's equal employment guidelines, and Oregon State Board of Nursing standards. Annually Vice President for Academic Affairs/Dean of Faculty meets with Dean of Nursing to discuss feedback regarding performance in order to reinforce or improve Dean of Nursing effectiveness. If performance is unsatisfactory, Vice President for Academic Affairs/Dean of Faculty initiates corrective action plan in consultation with College Human Resources. If improvement is not achieved termination may result. Dean of Nursing demonstrates professional competence and continued development in nursing, nursing education, and any assigned teaching responsibilities, as documented in evaluations. ADMINISTRATION Assess candidates based on criteria in search committee rating forms Interview with Dean of Nursing Nursing Faculty complete Linfield College Administrator Appraisal Form Faculty Manual 138 2013-2014 Edition Area of Evaluation Effectiveness of School of Nursing Administrators Responsibility Center Dean of Nursing Method//Measure Time Frame ADMINISTRATION School of Nursing Administrator completes Linfield College Administrator Appraisal: Self-Evaluation Form Evaluation of Clinical Associate in Nursing by the Associate Dean of Nursing for Faculty and Program Development form Dean of Nursing and School of Nursing administrator meet to discuss feedback regarding performance in order to reinforce or improve administrator’s effectiveness. If performance is unsatisfactory, Dean of Nursing initiates corrective action plan in consultation with College Human Resources. If improvement is not achieved termination may result. School of Nursing administrators are effective in performing the responsibilities of their positions, as documented in evaluations. Annually Associate Dean of Nursing for Faculty and Program Development and Clinical Associates in Nursing discuss feedback regarding performance. Clinical Associates in Nursing are effective in performing the responsibilities of their position, as documented in evaluations. Evaluation of Clinical Associate in Nursing: SelfAppraisal form Faculty Manual Expected Outcome Annually Dean of Nursing, with feedback from faculty and administrators, completes Linfield College Administrator Appraisal Form Associate Dean of Nursing for Faculty and Program Development Analysis/Application 139 2013-2014 Edition Area of Evaluation Effectiveness of School of Nursing Staff Responsibility Center Dean of Nursing Method//Measure Time Frame ADMINISTRATION School of Nursing staff member completes Linfield College Nonexempt Performance Appraisal Employee Form Annually Dean of Nursing, faculty, and administrators complete Linfield College Nonexempt Performance Appraisal Supervisor Form Recognition of Administrators and Staff College Human Resources Seek feedback from College employees regarding nomination of administrators and staff for recognition Annually Faculty Governance Dean of Nursing School of Nursing administrators, faculty, students, and community representatives on Clinical Advisory Council and Nursing Diversity and Inclusion Advisory Council Annually Associate Dean of Nursing for Faculty and Program Development Faculty Manual 140 Analysis/Application Expected Outcome Dean of Nursing and staff member meet to discuss feedback regarding performance in order to reinforce or improve staff member’s effectiveness. If performance is unsatisfactory, Dean of Nursing initiates corrective action plan in consultation with College Human Resources. If improvement is not achieved termination may result. Facilitate Employee Recognition Ceremony. School of Nursing staff are effective in performing the responsibilities of their positions, as documented in evaluations. Provide feedback to Nursing Faculty Assembly. Feedback used in making decisions and developing goals concerning the curriculum, as well as recruitment and retention of underrepresented populations in nursing, as documented in minutes. Honor administrators and staff chosen based on attributes of initiative, integrity, leadership, positive attitude, professionalism, quality of work, customer service, and reliability. 2013-2014 Edition Area of Evaluation Faculty Governance, continued Responsibility Center Faculty Administrators Faculty Faculty Manual Method//Measure Time Frame ADMINISTRATION Analysis/Application Expected Outcome Portland Division meetings Monthly Forum for discussion of faculty matters including major College policy issues. Facilitate feedback to College committees, as documented in the Portland Division minutes. Faculty and student representation on School of Nursing and College committees Monthly Fulfill stated responsibilities noted in School of Nursing Governing Policies and College Faculty Bylaws. Chairpersons of Nursing Faculty Assembly committees submit Committee Annual Reports to Dean of Nursing noting goals, activities and outcomes of the committees for the academic year. Forward recommendations to Faculty Assemblies of School of Nursing and College. Provide feedback to administrators regarding potential policies and other decisions. Dean of Nursing summarizes Nursing Faculty Assembly decisions in the nursing department Annual Report to the College. Discussion and actions of the Faculty Assemblies of the School of Nursing and the College Bi-monthly (School of Nursing) Monthly (College) 141 Feedback used for decision-making. 2013-2014 Edition Area of Evaluation Formal Complaints and Grievances from Students Responsibility Center Dean of Nursing Method//Measure Time Frame ADMINISTRATION Student complaints/grievances concerning teaching and learning discussed with instructor and faculty academic advisor. If unresolved, discussed with Integrated Experiential Learning Coordinator (for integrated experiential learning courses). If unresolved, discussed with Semester Coordinator (generic BSN program) or Course Coordinator (for theory courses in RN-BSN program). If unresolved, discussed with Dean of Nursing. If unresolved, discussed with Vice President for Academic Affairs/Dean of Faculty Ongoing Analysis/Application Maintain record of formal complaints/ grievances made to the Dean of Nursing and resulting decisions. Provide feedback to appropriate persons for action. Expected Outcome Feedback used to foster program development. Student appeals concerning decisions by Nursing Admissions, Progressions, Honors, and Graduation Committee are submitted to Dean of Nursing after consultation with faculty academic advisor College Judicial Council Faculty Manual Students grieving grades based on violation of academic integrity policy appeal to College Judicial Council Ongoing 142 2013-2014 Edition Area of Evaluation Formal Complaints and Grievances from Students, continued Responsibility Center College Senior Director of Human Resources and Administration Method//Measure Time Frame Analysis/Application Expected Outcome Aggregate data analyzed and report presented to Nursing Faculty Assembly by Assistant Dean of Students / Director of Campus Life. Students’ mean rating of satisfaction with availability of channels for expressing complaints is at least equal to the national mean for four year private institutions. ADMINISTRATION Students discuss with College Human Resources complaints / grievances concerning harassment or discrimination Ongoing Students appeal academic suspension to the College Student Policies Committee Student petitions for exceptions to College academic policies are submitted to the College Curriculum Committee Noel-Levitz Student Satisfaction Inventory (Beginning 2009-10) Ongoing Dean of Nursing College Student Policies Committee College Curriculum Committee College Director of Institutional Research Faculty Manual Ongoing Every 3 years 143 2013-2014 Edition Area of Evaluation Formal Complaints and Grievances from Faculty, Administrators and Staff Responsibility Center Dean of Nursing Method//Measure Time Frame ADMINISTRATION Faculty, administrators and staff with complaints / grievances discuss situation with concerned person(s). If unresolved, discussed with Dean of Nursing. If unresolved, discussed with Vice President for Academic Affairs/Dean of Faculty. If unresolved discussed with College President. Ongoing Analysis/Application Maintain record of formal complaints/ grievances made to the Dean of Nursing and resulting decisions. Expected Outcome Feedback used to foster program development Provide feedback to appropriate persons for action. Faculty, administrators and staff discuss with College Human Resources complaints / grievances concerning harassment or discrimination Compliance with OSBN and CCNE Standards Dean of Nursing Faculty Manual Review Oregon State Board of Nursing (OSBN) standards for approval of nursing education programs and Commission on Collegiate Nursing Education (CCNE) standards for baccalaureate nursing programs Ongoing; participate in review of OSBN Division 21 regulations 144 Ensure compliance with required elements of OSBN and CCNE standards. Compliance with OSBN and CCNE standards. Implementation of changes as required by revisions in OSBN and CCNE standards. 2013-2014 Edition Area of Evaluation Planning and Budget Responsibility Center Dean of Nursing President's Cabinet Planning and Budgeting Council Budget Working Group College Planning and Budget Committee College Administrator Compensation Committee Faculty Manual Method//Measure Time Frame Analysis/Application Expected Outcome Annually College Planning and Budgeting Council Budget Working Group recommends annual budget to College President. If approved by College President, forwarded to Board of Trustees for approval. College Vice President for Finance and Administration must approve proposed budget changes for current fiscal year. Budget is adequate in achieving School of Nursing vision, mission, philosophy, student and faculty outcomes, as well as development, implementation, evaluation, stability and continuation of program, as documented in budget materials. Annually Advise College Budget Advisory Committee concerning administrator and faculty compensation and other means to enhance recruitment and retention. When comparing compensation for administrators and faculty with College’s designated institutional comparison group compensation mean, the salary of administrators and faculty will be at least 85% of the mean (benchmark established by Board of Trustees in 2005). ADMINISTRATION Dean of Nursing prepares and administers nursing department budget with input from faculty, administrators, and staff Proposed budget submitted to Vice President for Academic Affairs / Dean of Faculty who submits it to President’s Cabinet President’s Cabinet submits College budget to Planning and Budgeting Council Budget Working Group that holds open forums with faculty, administrators and staff on the McMinnville and Portland campuses Assess adequacy of compensation to support recruitment and retention of qualified administrators and faculty Classification and Compensation Study for administrators and staff (Fox, Lawson and Associates, 2010) Explore possibility of differential compensation for faculty (market based salary). 145 2013-2014 Edition Area of Evaluation Planning and Budget, continued Responsibility Center Method//Measure Time Frame ADMINISTRATION Analysis/Application Expected Outcome College Planning and Budget Council Review Linfield College Strategic Plan to determine effective use of human, financial and physical resources to promote College’s mission Periodically Optimize College’s finite resources by recommending allocation or reallocation of them to support student learning, implement College’s Strategic Plan, and maintain accreditation. Promote College’s mission through cost effective use of human and physical resources. Dean of Nursing Review School of Nursing Development Plan to determine whether it continues to promote achievement of the School of Nursing vision, mission, philosophy and program outcomes, and is congruent with the Linfield College Strategic Plan Annually Revise the School of Nursing Development Plan to reflect goals and action plans that meet needs identified by evaluation data. Implement the School of Nursing Development Plan as appropriate. Nursing Faculty Assembly Faculty Manual 146 2013-2014 Edition Area of Evaluation Number, Preparation, Experience and Diversity Responsibility Center Dean of Nursing Associate Dean of Nursing for Instructional Programs Method/Measure Review number, preparation, experience and diversity of faculty to achieve course, level and program outcomes; maintain client and student safety; support the number of enrolled students; and enhance instructional delivery Time Frame FACULTY Annually Analysis/Application Submit report to Nursing Faculty Assembly concerning adequacy of faculty number, preparation, experience and diversity. As needed, submit requests for new faculty positions to College Personnel Committee that makes recommendations to the College President and the College Faculty Assembly. Expected Outcome Number, preparation, experience and diversity of faculty are effective in achieving course, level and program outcomes; maintaining client and student safety; supporting the number of enrolled students; enhancing instructional delivery; and evaluating student clinical performance. Adequacy of preparation and experience of faculty for teaching responsibilities is documented in a table and faculty vitae. Faculty member/student ratio in clinical abides by Oregon State Board of Nursing standards (1:8 in generic BSN program). A minimum of 50% of faculty have academic preparation in curriculum development and educational methods. Faculty Manual 147 2013-2014 Edition Area of Evaluation Number, Preparation, Experience and Diversity, continued Responsibility Center Continued Method/Measure Continued Time Frame FACULTY Continued Analysis/Application Continued Expected Outcome In accordance with Oregon State Board of Nursing standards, 100% of full-time faculty members have a minimum of master’s degrees in nursing, as well as three years of nursing experience, or an exception has been granted because education and experience qualifications are equivalent. In accordance with Oregon State Board of Nursing standards, 100% of Nurse Educator Associates (Adjunct Faculty) have a minimum of bachelor’s degrees in nursing and at least two years of nursing experience. 100% of tenure-track faculty are doctoral prepared or pursuing doctoral study. Full-time faculty and administrators teaching in the RN-BSN distance education program have certificates in online education or comparable university coursework. Diversity of faculty is comparable to faculty nationwide. Initiate search process for new faculty positions if approved, and hire qualified faculty to fill these positions. Faculty Manual 148 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Number, Preparation, Experience and Diversity, continued College Director of Institutional Research Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students) Appointments Search Committee for tenure-track faculty, visiting professors and Clinical Associates initiated and chaired by a nursing faculty member selected by the Dean of Nursing. Composed of 25% of School of Nursing faculty, 1 or 2 faculty outside of department, 2 students and Vice President for Academic Affairs/Dean of Faculty at her discretion. Review applications, interview candidates, and seek feedback from faculty, administrators, and students on candidates’ academic presentation to the campus using Linfield-Good Samaritan School Of Nursing Search Committee Candidate Presentation Evaluation For Faculty Or Clinical Associate Position form Time Frame FACULTY Every 3 years As needed Assess candidates based on criteria in Linfield-Good Samaritan School of Nursing Search Committee Rating Form: Full-Time Faculty (Including Visiting Assistant Professor In Nursing) form and Linfield-Good Samaritan School of Nursing Search Committee Rating Form: Clinical Associate form Analysis/Application Aggregate data analyzed and report presented to Nursing Faculty Assembly by Assistant Dean of Students / Director of Student Life. Forward recommendation to Dean of Nursing regarding appointment, based on rating. If approved, Dean of Nursing forwards recommendation to Vice President for Academic Affairs/ Dean of Faculty. If approved, Vice President for Academic Affairs/ Dean of Faculty forwards recommendation to College President. President authorizes appointment if approved. Expected Outcome Students’ mean rating of satisfaction with instructional effectiveness is at least equal to the national mean for four year private institutions. Appointment process is in compliance with College procedure, Toward Inclusive Excellence document, College's equal employment guidelines, and Oregon State Board of Nursing standards as set forth in the Linfield-Good Samaritan School of Nursing Faculty Manual, Nursing Search Committee Reports, as well as, presentation and Search Committee rating forms. Interview with Vice President for Academic Affairs/Dean of Faculty or President, Dean of Nursing, and Portland Campus Library Director or designee Faculty Manual 149 2013-2014 Edition Area of Evaluation Appointments, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome Based on evaluation, the Integrated Experiential Learning Coordinator requests contract for Nurse Educator Associate (Clinical Adjunct Faculty), and the Associate Dean of Nursing for Faculty and Program Development requests contract for Nurse Educator Associate (Classroom Adjunct Faculty). Appointment process is in compliance with College procedure, Toward Inclusive Excellence document, College's equal employment guidelines, and Oregon State Board of Nursing regulations, as documented in the Linfield-Good Samaritan School of Nursing Faculty Manual and the Search Committee rating forms. FACULTY Search Committee for Nurse Educator Associate (Clinical Adjunct Faculty) chaired by Integrated Experiential Learning Coordinator and composed of at least 1 additional full- time faculty member. Search Committee for Nurse Educator Associate (Classroom Adjunct Faculty) is composed of at least 1 full-time faculty member and chaired by Associate Dean of Nursing for Faculty and Program Development Review applications and interview candidates As needed Assess candidates for Nurse Educator Associate (Classroom Adjunct Faculty) positions based on criteria in Linfield-Good Samaritan School of Nursing Search Committee Rating Form: Nurse Educator Associate (Classroom Adjunct Faculty) form Assess candidates for Nurse Educator Associate (Clinical Adjunct Faculty) positions based on criteria in LinfieldGood Samaritan School of Nursing Search Committee Rating Form: Nurse Educator Associate (Clinical Adjunct Faculty) form Interview with Associate Dean of Nursing for Faculty and Program Development Faculty Manual 150 2013-2014 Edition Area of Evaluation Teaching Assignment Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Associate Dean of Nursing for Instructional Programs Review teaching assignments of faculty for appropriateness in terms of degree specialization, certification, relevant work experience or other preparation Annually Collaborate with faculty to ensure adequate coverage of courses with qualified faculty. Full-time faculty and administrator teaching in the RN-BSN distance education program have certificates in online education or comparable university coursework. Faculty Vitae (Updated annually by faculty and submitted to Administrative Assistant to the School of Nursing) Dean of Nursing Faculty Manual Assess adequacy of faculty workload calculation in terms of equitability and compliance with College policy Teaching assignments reflect adequate faculty preparation to address course concepts, as demonstrated in table of faculty data and faculty vitae. Annually 151 Report findings to Nursing Faculty Assembly and seek faculty feedback. Forward recommendations concerning workload calculation to Vice President for Academic Affairs/Dean of Faculty for approval. Dean of Nursing supports faculty in developing and maintaining competence in assigned teaching responsibilities. At least 50% of faculty are awarded funds annually to support attendance at conferences and other activities contributing to professional development as teachers. Faculty workload calculations are equitable and in compliance with College policy, as demonstrated in the LinfieldGood Samaritan School of Nursing Faculty Manual and teaching assignment documents. 2013-2014 Edition Area of Evaluation School of Nursing Health Passport and Clinical Agency Requirements Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Nursing Clinical Facilities and Project Coordinator Nursing Administrative Assistant Faculty Manual Review faculty and Clinical Associates for compliance with Health Passport requirements, including StudentMax orientation quiz. If not compliant informs Dean of Nursing August Review Nurse Educator Associates (clinical adjuncts) for compliance with Health Passport requirements, including StudentMax clinical requirements developed by Oregon Center for Nursing. If not compliant, informs the Integrated Experiential Learning Coordinator Prior to clinical start date Monitor registered nurse licenses of faculty and Clinical Associates Ongoing 152 The Integrated Experiential Learning Coordinator provides feedback to Dean of Nursing regarding clinical course instructors’ compliance with Health Passport requirements. 100% of clinical course instructors are compliant with Health Passport requirements prior to clinical start date, as documented on Health Passports. The Nursing Administrative Assistant informs the Dean if a faculty member or Clinical Associate does not have an unencumbered registered nurse license. 100% of faculty hold current unencumbered licenses to practice as registered nurses in Oregon. Faculty teaching in clinical settings hold current unencumbered licenses to practice and meet requirements in the state in which the clinical experience occurs. 2013-2014 Edition Area of Evaluation School of Nursing Health Passport and Clinical Agency Requirements, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Integrated Experiential Learning Coordinator Review clinical course instructors for compliance with clinical agency requirements Prior to clinical start date Dean of Nursing Criminal background check At hire and as required by clinical agencies Faculty Manual 153 Integrated Experiential Learning Coordinator provides feedback to Dean of Nursing regarding clinical course instructors’ compliance with clinical agency requirements. If criminal background check identifies criminal conviction, Dean of Nursing discusses consequences with faculty member. 100% of faculty are compliant with clinical agency requirements prior to clinical start date, as documented on Health Passports. Faculty are not hired if criminal conviction may pose a risk to public safety, preclude the ability to supervise students in clinical practica or result in Notice to Deny Licensure on application for initial licensure in Oregon. 2013-2014 Edition Area of Evaluation Responsibility Center Faculty Outcomes: Teaching Effectiveness Students: For tenured faculty, tenure-track faculty, and Visiting Professors Method/Measure Time Frame Analysis/Application Expected Outcome Provide feedback to faculty and administration. Considered by administration for decisions as to retention, and by administration and College Personnel Committee for consideration of promotion and tenure. Student mean rating of theory teaching effectiveness in the BSN generic student program is 3 or higher on a scale of 0 to 4, with 4 being high. In the RN-BSN program the mean rating is 2 or lower on a 5 point scale, with 1 being high. FACULTY Linfield College: Student Appraisal of Instruction form and Linfield College: Student Appraisal of Clinical Instruction in Nursing form for each course taught by nontenured faculty and visiting professors, and for two courses per year for tenured faculty Within last 2 weeks of course before final exam Dean of Nursing, faculty member, Vice President for Academic Affairs/Dean of Faculty, and College Personnel Committee develop a professional development plan to improve teaching effectiveness based on data from evaluations. Minutes of professional development meetings are kept in personnel files. Faculty Manual 154 Student mean rating of clinical teaching effectiveness in the BSN generic student program is 4 or higher on a 5 point scale, with 5 being high. In the RN-BSN program the mean rating is 2 or lower on a 5 point scale, with 1 being high. 2013-2014 Edition Area of Evaluation Faculty Outcomes: Teaching Effectiveness, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome Associate Dean of Nursing for Faculty and Program Development reviews evaluation data from Linfield College: Student Appraisal of Instruction forms for Nurse Educator Associates (Classroom Adjuncts), and meets with Nurse Educator Associate (Classroom Adjunct) to formulate a professional development plan to improve classroom teaching effectiveness based on data from evaluations. Associate Dean of Nursing for Faculty and Program Development reviews evaluation data from Linfield College: Student Appraisal of Clinical Instruction in Nursing forms for Clinical Associates, Student mean rating of theory teaching effectiveness in the BSN generic student program is 3 or higher on a scale of 0 to 4, with 4 being high. FACULTY Students: For Nurse Educator Associates (Classroom Adjuncts) Students: For Clinical Associates and Nurse Educator Associates (Clinical Adjuncts) Faculty Manual Linfield College: Student Appraisal of Instruction form for each course taught Linfield College: Student Appraisal of Clinical Instruction in Nursing form for each course taught Within last 2 weeks of course prior to final exam Within last 2 weeks of course prior to final exam 155 Student mean rating of theory teaching effectiveness in the RN-BSN program is 2 or lower on a 5 point scale, with 1 being high. Student mean rating of clinical teaching effectiveness in the BSN generic student program is 4 or higher on a 5 point scale, with 5 being high. Student mean rating of clinical teaching effectiveness in the RN-BSN program is 2 or lower on a 5 point scale, with 1 being high. 2013-2014 Edition Area of Evaluation Faculty Outcomes: Teaching Effectiveness, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Continued Continued Continued and meets with Clinical Associate to formulate a professional development plan and to recommend rehire decision to Dean of Nursing. Continued Integrated Experiential Learning Coordinator reviews evaluation data from Linfield College: Student Appraisal of Clinical Instruction in Nursing forms for Nurse Educator Associates (Clinical Adjuncts), and meets with Nurse Educator Associate (Clinical Adjunct) to formulate a professional development plan to improve clinical teaching effectiveness based on data from evaluations, and to recommend rehire decision to Dean of Nursing. Faculty Manual 156 2013-2014 Edition Area of Evaluation Faculty Outcomes: Teaching Effectiveness, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Dean of Nursing Evaluation of Visiting Assistant Professor in Nursing by Dean of Nursing form (beginning 2011-12). Visiting Assistant Professor of Nursing Evaluation of Visiting Assistant Professor in Nursing: Self-Appraisal form (beginning 2011-12). Associate Dean of Nursing for Faculty and Program Development Evaluation of Clinical Associate in Nursing by the Associate Dean of Nursing for Faculty and Program Development form (beginning Spring 2012) Clinical Associate Annually Annually Evaluation of Clinical Associate in Nursing: SelfAppraisal form (beginning Spring 2012) Faculty Manual Supplements student evaluation data in formulating a professional development plan and rehire decision. Dean of Nursing meets with Visiting Assistant Professor regarding performance. Supplements student evaluation data in formulating a professional development plan and rehire decision. 100% of teaching effectiveness evaluations indicate adequate performance. 100% of teaching effectiveness evaluations indicate adequate performance. Associate Dean of Nursing for Faculty and Program Development meets with Clinical Associate regarding performance. 157 2013-2014 Edition Area of Evaluation Faculty Outcomes: Teaching Effectiveness, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Associate Dean of Nursing for Faculty and Program Development Nurse Educator Associate (Classroom Adjunct Faculty) Evaluation of Nurse Educator Associate (Classroom Adjunct Nursing Faculty) by Associate Dean of Nursing for Faculty and Program Development form Evaluation of Nurse Educator Associate (Adjunct Faculty): Self-Appraisal form Integrated Experiential Learning Coordinators Evaluation of Nurse Educator Associate (Clinical Adjunct Faculty) by Integrated Experiential Learning Coordinator form Nurse Educator Associate (Clinical Adjunct Faculty) Evaluation of Nurse Educator Associate (Adjunct Faculty): Self-Appraisal form Faculty Manual End of each semester End of each semester 158 Supplements student evaluation data in facilitating professional development through adjunct workshop and electronic posting of resources on Blackboard, as well as making rehire decision. Associate Dean of Nursing for Faculty and Program Development meets with Nurse Educator Associate (Classroom Adjunct Faculty) regarding performance. Supplements student evaluation data in facilitating professional development through adjunct workshop and electronic posting of resources on Blackboard, as well as making rehire decision. Mean rating of theory teaching effectiveness is at least 4 on a 5 point scale. Mean rating of clinical teaching effectiveness is at least 4 on a 5 point scale. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Faculty Outcomes: Teaching Effectiveness, continued Continued Continued Continued Integrated Experiential Learning Coordinator meets with Nurse Educator Associate (Clinical Adjunct Faculty) regarding performance. Continued Faculty Outcomes: Professional Achievement and Service to Linfield College, Nursing Profession, and Community Associate Dean of Nursing for Faculty and Program Development Faculty Vitae. (Updated annually by faculty and submitted to Administrative Assistant to the School of Nursing) Annually Aggregate analysis of faculty data concerning professional achievement and service. Report findings to Nursing Quality Improvement Committee and Nursing Faculty Assembly. 100% of tenured and tenure-track faculty and Visiting Professors provide annual service (e.g., academic advising, membership on School of Nursing or College Committees, student activities and organizations, recruiting, service to the external community using professional knowledge, and/or service to professional societies/organizations). 100% of tenured and tenure-track faculty have engaged in professional achievement in the past four years, beginning in 2010. Professional achievements include research, publications, professional presentations, peer recognition by professional societies/organizations, study at other institutions unrelated to acquiring terminal degree of doctorate, professional practice to maintain competency and credentials, accreditation or other program reports, grant proposals, and/or consultation reports). Faculty Manual 159 2013-2014 Edition Area of Evaluation Faculty Outcomes: Tenure and/or Promotion Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Dean of Nursing Tenured Faculty Peers Colleague Appraisal form Non-tenured faculty: 2nd and 4th years and year of nomination for promotion and tenure. Colleague Appraisal form sent to Vice President for Academic Affairs/Dean of Faculty who summarizes professional development meetings. Tenured faculty: every 3 years and in year of review for promotion. Supplements student evaluation data when formulating professional development plan and retention decision. 100% of tenure-track faculty members nominated for tenure are approved for tenure. 100% of tenured faculty members nominated for promotion in rank are approved for promotion. Used in conjunction with student data and faculty self-appraisal in promotion and tenure considerations by College Personnel Committee. The committee makes recommendations to the Vice President for Academic Affairs/Dean of Faculty and the College President. If approved by College President, forwarded to Board of Trustees. Faculty Manual 160 2013-2014 Edition Area of Evaluation Faculty Outcomes: Tenure and/or Promotion, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Faculty Completion of Faculty SelfAppraisal (Including Professional Plan) form Non-tenured faculty: 2nd and 4th years and year of nomination for promotion and tenure. Tenured faculty: every 3 years and in year of review for promotion. See Linfield College Faculty Handbook for additional guidelines. Faculty Manual 161 Faculty Self-Appraisal (Including Professional Plan) form sent to Vice President for Academic Affairs/Dean of Faculty who summarizes professional development meetings. 100% of tenure-track faculty members nominated for tenure are approved for tenure. 100% of tenured faculty members nominated for promotion in rank are approved for promotion. Supplements student evaluation data when formulating professional development plan and retention decision. Used in conjunction with student data and colleague appraisal in promotion and tenure considerations by College Personnel Committee. The committee makes recommendations to the Vice President for Academic Affairs/Dean of Faculty and the College President. If approved by College President, forwarded to Board of Trustees. 2013-2014 Edition Area of Evaluation Faculty Outcomes: Tenure and/or Promotion, continued Professional Development Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome FACULTY Continued Continued Continued Nursing Faculty Assembly Review professional development guidelines Every 5 years Vice President for Academic Affairs/Dean of Faculty Professional development meeting for non-tenured faculty Meets with Dean of Nursing annually. See Linfield College Faculty Handbook for additional guidelines. A College Personnel Committee member Dean of Nursing Faculty Member Faculty Manual 162 Faculty demonstrate professional competence and continued development in nursing, nursing education and assigned teaching responsibilities, as documented in student, colleague, and selfappraisal evaluations. Tenured faculty can be terminated for adequate cause, retirement, financial exigency or discontinuance of program. Nursing Faculty Assembly approved professional development guidelines for nursing faculty (2011). Dean of Nursing or Vice President for Academic Affairs/Dean of Faculty provides feedback regarding progress toward advancement in the College and professional development. Continued Professional development guidelines reflect professional expectations for nurse educators and are consistent with College policy. Provide feedback and advice to faculty member desiring tenure and promotion, as documented in minutes of Professional Development meetings. 2013-2014 Edition Area of Evaluation Professional Development, continued Responsibility Center Method/Measure Time Frame Analysis/Application Expected Outcome Dean of Nursing or Vice President for Academic Affairs/Dean of Faculty provides feedback regarding progress toward advancement in the College and professional development. Provide feedback to tenured faculty for professional growth and advancement, as documented in minutes of Professional Development meeting. Identify professional development needs of the faculty as a whole and give feedback to Nursing Faculty Development Committee. Promote the professional development of faculty. FACULTY Dean of Nursing Vice President for Academic Affairs/Dean of Faculty Professional development meeting for tenured faculty Faculty Member Dean of Nursing Review evaluation data from Linfield College: Student Appraisal of Instruction form and Linfield College: Student Appraisal of Clinical Instruction in Nursing form for full-time faculty Every third year after tenure; every 5 years for tenured full professors. See Linfield College Faculty Handbook for additional guidelines. Annually Support faculty development resources through policies and budget allocation. Meet with individual faculty for assistance with professional development if indicated. Faculty Manual 163 2013-2014 Edition Area of Evaluation Responsibility Center Professional Development, continued Nursing Faculty Development Committee Method/Measure Time Frame Analysis/Application Expected Outcome Ongoing Implement yearly program of activities and communication forums to promote professional development of both full-time and adjunct faculty. Based on long-range plans and perceived development needs, organize annual retreat; monthly development program; Nurse Educator Associates (Adjunct Faculty) development program, including resources posted electronically on Blackboard; new faculty orientation to curriculum and learner centered education; and faculty mentorship program, including monthly new Faculty Learning Community meetings. Annually Aggregate analysis of faculty concerning educational activities to improve teaching effectiveness. 100% of full-time faculty have participated in conferences, workshops, nursing retreats, monthly nursing development programs, and/or related activities in the past two years to improve teaching effectiveness. FACULTY Assess full-time faculty development needs based on survey of faculty and Dean of Nursing's input supported by evaluation data review of Linfield College: Student Appraisal of Instruction form and Linfield College: Student Appraisal of Clinical Instruction in Nursing form Assess Nurse Educator Associates (Adjunct Faculty) development needs based on input from Nurse Educator Associate (Adjunct Faculty) Liaison, Integrated Experiential Learning Coordinators, Associate Dean of Nursing for Faculty and Program Development, as well as student evaluation of instruction Nursing Faculty Faculty Manual Evaluate effectiveness of professional development programs in meeting identified needs Faculty Vitae (updated annually by faculty and submitted to Nursing Administrative Assistant) 164 2013-2014 Edition Area of Evaluation Responsibility Center Professional Development, continued Nurse Educator Associate (Adjunct Faculty) Liaison Nurse Educator Associate (Adjunct Faculty) Evaluation of School of Nursing Support form Faculty Recognition and Awards College Ad Hoc Committee College President Method/Measure Time Frame Analysis/Application Expected Outcome End of course Analyze results and report findings and recommendations to Nursing Faculty Development Committee and Nursing Faculty Assembly. Nurse Educator Associates (Adjunct Faculty) indicate they are receiving adequate support from the School of Nursing to function in their role as instructors (average rating on each survey item is at least 4 on a 5 point scale). Seek feedback from faculty and students regarding nomination of faculty for Edith Green Distinguished Professor Award and Samuel Graf Faculty Achievement Award Annually Recipients named at Spring Recognition Convocation. Recipients of faculty achievement awards chosen based on established criteria. Seek feedback from faculty regarding nomination for the Allen and Pat Kelley Faculty Scholar Award Annually Recipients named at Spring Recognition Convocation. Recipients of faculty achievement awards chosen based on established criteria. Review retiring faculty, who hold rank of associate professor or professor, for emeritus professor rank Annually College Personnel Committee and Vice President for Academic Affairs/Dean of Faculty make recommendation to College President that retiring faculty member receive emeritus professor rank. If approved, College President forwards to Board of Trustees. Rank of emeritus professor granted to retired faculty who made substantial contribution to College. FACULTY Vice President for Academic Affairs/Dean of Faculty College Personnel Committee Faculty Manual 165 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Policies affecting student recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation Nursing Admissions, Progressions, Honors and Graduation Committee Review recruitment, advising, selection, admission, advanced placement, retention, dismissal, progression, readmission, transfer, honors, and graduation policies to determine effectiveness in achieving School of Nursing vision, mission, philosophy and program outcomes as well as congruence with College policies Articulation Agreements with ADN Programs Associate Dean of Nursing for Faculty and Program Development Evaluation of Articulation Process with Associate Degree Nursing Programs form (Beginning Summer 2012) Periodically Competitive Scholarships Nursing Admissions, Progressions, Honors and Graduation Committee Entering freshmen are invited to complete departmental essay Spring Faculty Manual Time Frame STUDENTS Annually 166 Analysis/Application Expected Outcome Recommend policies or revision of policies to the Nursing Faculty Assembly. If approved, Chairperson of committee, with Dean of Nursing approval, forwards recommendations concerning recruitment, advising, selection, admission, advanced placement, readmission, retention, dismissal, progression and transfer to College Student Policies Committee; and recommendations concerning honors and graduation to College Curriculum Committee. Aggregate data analyzed and presented to Nursing Faculty Assembly. Policies ensure fairness, foster program improvement, and are congruent with College policies. They are documented in the LinfieldGood Samaritan School of Nursing Student Manual. Assess essays using the criteria of appropriate focus on designated topic, research of topic, and writing skills. Nursing Admissions Progressions, Honors, and Graduation Committee minutes document that competitive scholarships were awarded to students based on established criteria. Mean rating of effectiveness of articulation process with ADN programs is 4 or higher on a 5 point scale. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Nursing Admissions, Progressions, Honors and Graduation Committee in conjunction with College Enrollment Services, Learning Support, Student Life, Multicultural Programs, and the two Associate Deans of Nursing Review effectiveness of recruitment and student support services in recruiting and retaining a diverse student population and achieving School of Nursing vision, mission, philosophy, and program outcomes College Director of Institutional Research Assistance for High Risk Students School of Nursing Health Passport and Clinical Agency Requirements Recruitment and Support Services Time Frame STUDENTS Analysis/Application Expected Outcome Ongoing Provide feedback to Nursing Faculty Assembly. Improve effectiveness in recruitment and retention of students from underrepresented populations in nursing through grants, as documented in a table summarizing faculty and program grants. Noel-Levitz Student Satisfaction Inventory (Beginning 2010) Every 3 years Students’ mean rating of satisfaction with campus commitment to students of diversity is at least equal to the national mean for four year private institutions. Nursing Admissions, Progressions, Honors and Graduation Committee Identify at risk students based on course performance; results on Evolve/HESI specialty or customized exams; and feedback from faculty, administrators, and students Ongoing Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Determine appropriate type of assistance needed by at risk students. Nursing Clinical Facilities and Project Coordinator Review students for compliance with Health Passport requirements, including StudentMax orientation quiz Prior to clinical start date Nursing Clinical Facilities and Project Coordinator provides feedback to Integrated Experiential Learning Coordinator and Dean of Nursing regarding student compliance with Health Passport. 100% of students are compliant with Health Passport requirements prior to clinical start date. Integrated Experiential Learning Coordinator Faculty Manual 167 Nursing Admissions, Progressions, Honors, and Graduation Committee minutes document designated assistance for students who have not passed a course. 2013-2014 Edition Area of Evaluation School of Nursing Health Passport and Clinical Agency Requirements, continued Student Outcomes: Course Outcomes Responsibility Center Method/Measure Clinical Course Instructor Review students for compliance with additional clinical agency requirements Dean of Nursing Course Faculty Nursing Quality Improvement Committee Faculty Manual Time Frame STUDENTS Analysis/Application Expected Outcome Prior to clinical start date Clinical instructors provide feedback to Integrated Experiential Learning Coordinator regarding student compliance with clinical agency requirements. 100% of students are compliant with clinical agency requirements prior to clinical start date. Criminal background check Prior to admission to program and as required by clinical agencies If criminal background check identifies criminal conviction, Dean of Nursing will discuss consequences with student. Students are not admitted/continued in the nursing program if criminal convictions may pose a risk to public safety, preclude the ability to complete required clinical practice or result in Notice to Deny Licensure on application for initial licensure in Oregon. Course faculty review syllabi, course materials, teaching strategies and methodologies, and evaluation procedures End of course Refinement of course content and evaluation procedures. Implementation of innovative teaching strategies and methodologies that incorporate technology advances. Course faculty revise syllabi, course materials, teaching strategies and methodologies, and evaluation procedures to improve effectiveness in meeting course outcomes. Aggregate data analyzed by Nursing Quality Improvement Committee and presented to Nursing Curriculum Committee and Nursing Faculty Assembly. Average student rating of accomplishment of course outcomes is 3 or higher on a 4 point scale. Linfield-Good Samaritan School of Nursing Student Appraisal of Course form End of course 168 College and School of Nursing administrators support innovative teaching strategies and methodologies. 2013-2014 Edition Area of Evaluation Student Outcomes: Course Outcomes, continued Responsibility Center Time Frame STUDENTS Course Faculty Linfield-Good Samaritan School of Nursing Faculty Appraisal of Course form (beginning Spring 2013) Course Faculty Students complete Evolve/HESI specialty or customized examinations Each semester Evolve/HESI specialty or customized examinations Each semester Nursing Administrative Assistant Advisor Student Outcomes: Level Outcomes Method/Measure End of course Analysis/Application Expected Outcome Data analyzed by Nursing Quality Improvement Committee and presented to Nursing Curriculum Committee and Nursing Faculty Assembly. Evolve/HESI scores are incorporated in course grades, and faculty review results for refinement of course content. Faculty and student input are considered in revision of instructional strategies and methodologies to facilitate achievement of course outcomes, as documented in Nursing Quality Improvement Committee report. Advisors discuss results with advisees, if score below 750. Development of remediation success plan for students at risk. Students develop Evolve/HESI review file and utilize appropriate resources. Faculty report grades to College Director of Enrollment Services and discuss performance with students. Refinement of course content if needed to meet course outcomes. Course Faculty Course evaluation method and grading criteria End of course Course Faculty Faculty Evaluation of Student Clinical Performance in Courses form End of course Faculty discuss clinical performance with students. To pass clinical, students must meet all course outcomes as indicated in the Faculty Evaluation of Student Clinical Performance in Course form. Ongoing Report findings to Nursing Curriculum Committee and Nursing Faculty Assembly. Refinement of courses if needed to meet level and program outcomes, as documented in Nursing Curriculum Committee minutes. Semester Coordinators Integrated Experiential Learning Coordinators Faculty Manual Student Self-Evaluation of Clinical Performance in Courses form Coordinators meet with faculty to review accomplishment of level and program outcomes in curriculum 169 In order to pass courses, students must meet all course outcomes as assessed by the evaluation methods and grading criteria outlined in the course syllabi. 2013-2014 Edition Area of Evaluation Responsibility Center Student Outcomes: Level Outcomes, continued Nursing Quality Improvement Committee Student Outcomes: Program Outcomes *NCLEX-RN Pass Rate Dean of Nursing Nursing Quality Improvement Committee Faculty Manual Method/Measure Generic BSN student focus group evaluation of Level 300 outcomes (May 2012) RN-BSN student focus group evaluation of Level 400 outcomes (August 2012) Oregon State Board of Nursing reports results from Linfield graduates completing the NCLEX-RN Assess strategies to improve student NCLEX-RN pass rates Time Frame STUDENTS Quarterly Annually 170 Analysis/Application Aggregate data analyzed and presented to Nursing Curriculum Committee and Nursing Faculty Assembly. Aggregate data of NCLEX-RN annual and two-year pass rates for first time takers presented by Dean of Nursing to Nursing Faculty Assembly. Nursing Quality Improvement Committee analyzes trends and contributing factors, and reports findings to Nursing Curriculum Committee and Nursing Faculty Assembly. Expected Outcome Student feedback will be positive concerning attainment of Level 300 outcomes in the revised curriculum. Student feedback will be positive concerning attainment of Level 400 outcomes in the revised curriculum. Meet or exceed NCLEX-RN annual pass rate of 70% for first-time test takers set by Oregon State Board of Nursing. Meet or exceed NCLEX-RN two-year pass rate of 85% for first-time test takers set by Oregon State Board of Nursing. 2013-2014 Edition Area of Evaluation * Graduation Rate Responsibility Center College Director of Enrollment Services (generic BSN program) Associate Registrar for the Division of Continuing Education (RN-BSN program) Method/Measure Divide number of students admitted to cohort into total number of those students graduating earlier than cohort plus those graduating with cohort plus those graduating no later than two years after cohort Time Frame STUDENTS Analysis/Application Expected Outcome Annually Collect and forward data to Nursing Admissions, Progressions, Honors and Graduation Committee and Nursing Quality Improvement Committee. Nursing Quality Improvement Committee analyzes aggregate data and report results of analysis to Nursing Faculty Assembly. Meet or exceed graduation rate of 80% in each cohort group for generic BSN students and RN-BSN students. * Evolve/HESI Exit Examination Pass Rate Nursing Quality Improvement Committee Evolve/HESI exit examination End of each semester Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. Pass rate on Evolve/HESI Exit Examination is at least 50% based on a score greater than 850. * Clinical Teaching Associate (Preceptor) Satisfaction with Student Clinical Performance * Employment Rates and Admission to Graduate Programs or Plans for Graduate Education Integrated Experiential Learning Coordinator for NURS 475 Integrated Experiential Learning IV Feedback from Clinical Teaching Associates (preceptors) concerning satisfaction with senior student clinical performance (beginning Spring 2013) End of each semester Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. At least 80% of Clinical Teaching Associates (preceptors) indicate satisfaction with senior student clinical performance. Nursing Quality Improvement Committee Alumni emails Ongoing Compile emails sent to faculty, administrators and staff from alumni. Report findings to Nursing Curriculum Committee and Nursing Faculty Assembly. At least 10 emails from alumni document attainment of employment, admission to graduate programs or plans for graduate education. Faculty Manual 171 2013-2014 Edition Area of Evaluation * Employment Rates and Admission to Graduate Programs or Plans for Graduate Education, continued Responsibility Center Nursing Quality Improvement Committee Method/Measure College Alumni Survey Time Frame STUDENTS Annually College Alumni Affairs Nursing Quality Improvement Committee Interim Director of the Division of Continuing Education * Employer Satisfaction with Graduates Attainment of Program Outcomes Nursing Clinical Facilities Administrator * Student Satisfaction with Attainment of Program Outcomes Nursing Quality Improvement Committee Nursing Quality Improvement Committee Linfield College Adult Degree Program Alumni Report (January 2013) Linfield-Good Samaritan School of Nursing Employer Satisfaction of Linfield College BSN Graduate Survey Graduating Senior Survey for BSN Generic Program (beginning 2012) Annually Annually Graduating Senior Survey for RN-BSN Program (beginning 2012) Analysis/Application Expected Outcome Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. Employment rate is at least 75% for alumni one year after graduation. Aggregate data reported to College administration by University Professional and Continuing Education Association Center for Research and Consulting. Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. Employment rate among RN-BSN alumni is at least 75%. Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. At least 80% of students are satisfied with attainment of program outcomes. At least 5% of alumni are enrolled in graduate school one year after graduation. At least 3% of RN-BSN alumni earn a graduate degree. At least 80% of employers are satisfied with graduates’ attainment of program outcomes, as well as their reliability and accountability, and indicate their organizations made good decisions hiring the graduates. RN-BSN student focus group evaluation of program outcomes (August 2012) Faculty Manual 172 2013-2014 Edition Area of Evaluation * Integration of Liberal Arts * Transition to Baccalaureate Level of Proficiency in Nursing Practice * Alumni Satisfaction with Nursing Program Responsibility Center Method/Measure Course faculty in NURS 470 Leading and Managing in Nursing (generic BSN program) and NURS 475 Integrated Experiential Learning IV (RN-BSN program) Nursing Quality Improvement Committee Integrative Essay assignment in NURS 470 (beginning Spring 2013) in generic BSN program and NURS 475 (beginning Summer 2013) in RN-BSN program STUDENTS Analysis/Application Expected Outcome End of each course Analyze aggregate data and present to Nursing Curriculum Committee and Nursing Faculty Assembly. At least 90% of integrative essays written by generic BSN students and RN-BSN students articulate how liberal arts courses informed students’ nursing practice. Sample of BlackBoard course discussions in the RN-BSN program (beginning 2012-13 with the revised curriculum) Annually 100% of RN-BSN students demonstrate, in a sample of BlackBoard course discussions, transition from Associate Degree or diploma nursing practice to the baccalaureate level of proficiency. Faculty, Administrators, and Staff Alumni emails Ongoing Nursing Quality Improvement Committee Linfield College Adult Degree Program Alumni Report (January 2013) Analyze sample of BlackBoard course discussions and present report to Nursing Curriculum Committee and Nursing Faculty Assembly. Compile emails sent to faculty, administrators and staff from alumni. Report findings to Nursing Curriculum Committee and Nursing Faculty Assembly. Aggregate data reported to College administration by University Professional and Continuing Education Association Center for Research and Consulting. Nursing Faculty Assembly review candidates for Senior Awards in Nursing. Interim Director of the Division of Continuing Education Student Recognition and Awards Time Frame Nursing Admissions, Progressions, Honors and Graduation Committee Faculty Manual Request graduating student GPAs from Registrar. Seek feedback from faculty regarding Senior Student Awards in Nursing End of Fall and Spring semesters 173 Emails from alumni demonstrate alumni satisfaction with nursing program. At least 90% of RN-BSN alumni indicate satisfaction with the nursing program. Recipients of Senior Nursing Awards chosen based on established criteria noted in LinfieldGood Samaritan School of Nursing Student Manual. 2013-2014 Edition Area of Evaluation Student Recognition and Awards, continued Responsibility Center Method/Measure Time Frame STUDENTS Sigma Theta Tau, Xi Mu chapter (international nursing honor society) Student class standing and feedback from Sigma Theta Tau, Xi Mu faculty members Assistant Dean of Students / Director of Student Life Seek feedback from Dean of Nursing, faculty, and administrators regarding student awards for scholarship and or leadership Faculty Manual Annually Annually 174 Analysis/Application Review candidates for membership in the International Nursing Honor Society organization that supports learning, knowledge, and professional development to benefit worldwide health. Facilitate a community celebration picnic and awards presentation. Expected Outcome Invite students to become members of Sigma Theta Tau, Xi Mu chapter, if they meet established membership criteria. Honor students for outstanding contributions to scholarship and or leadership at the community celebration and awards presentation. 2013-2014 Edition Area of Evaluation Ability of the Linfield College Mission Statement and Foundational Educational Principles to Provide Guidance to the School of Nursing Congruence of School of Nursing Vision, Mission, Philosophy, and Program Outcomes, with Professional Nursing Standards and Guidelines, Needs and Expectations of the Community, Faculty Core Values and Beliefs, and Current Trends and Needs in Nursing Education Responsibility Center Method/Measure Time Frame CURRICULUM Analysis/Application Expected Outcome Nursing Curriculum Committee Evaluate congruence of School of Nursing vision, mission, philosophy and program outcomes with the Linfield College Mission Statement and Foundational Education Principles Ongoing Report evaluation to Nursing Faculty Assembly. Nursing Faculty Assembly acts to amend or retain School of Nursing vision, mission, philosophy and program outcomes. School of Nursing vision, mission, philosophy, and program outcomes are congruent with the Linfield College Mission Statement and Foundational Education Principles, as illustrated in a table. Dean of Nursing Assess and implement collaborative relationships with regional nursing programs by attending Oregon State Board of Nursing meetings, Oregon Council of Deans, and Oregon Nursing Leadership Council Ongoing Report on current trends in nursing education, practice, and research, as well as relationships with nursing programs and health care agencies to Nursing Curriculum Committee and Nursing Faculty Assembly for review to determine consistency with School of Nursing vision, mission, philosophy and program outcomes. Curriculum is community-based and responsive to current trends and needs in nursing education, practice, and research, as documented in minutes of the Nursing Faculty Retreat, Nursing Curriculum Committee, and Nursing Faculty Assembly. Annually Information gathered is reported to the Nursing Faculty Assembly and Nursing Curriculum Committee for review. Revise curriculum as needed in response to current trends and needs as identified by clinical agency partners and multicultural persons from the community. Attend AACN Deans/Directors meetings, and baccalaureate education conferences for information on current trends in nursing education, practice, and research Dean of Nursing Nursing Administrators, Faculty, and Students Faculty Manual Discuss current trends and needs with the Nursing Clinical Advisory Council and the Nursing Diversity and Inclusion Advisory Council 175 2013-2014 Edition Area of Evaluation Congruence of School of Nursing Vision, Mission, Philosophy, and Program Outcomes, with Professional Nursing Standards and Guidelines, Needs and Expectations of the Community, Faculty Core Values and Beliefs, and Current Trends and Needs in Nursing Education, continued Responsibility Center Nursing Curriculum Committee Faculty Manual Method/Measure Time Frame CURRICULUM Evaluate congruence of School of Nursing vision, mission, philosophy, and program outcomes with professional nursing standards and guidelines, needs and expectations of the community, faculty core values and beliefs, and current trends and needs in nursing education Ongoing The program uses the following professional nursing standards and guidelines: AACN Essentials of Baccalaureate Education for Professional Nursing Practice, ANA Code of Ethics for Nurses, ANA Standards of Practice, and OSBN Nurse Practice Act. 176 Analysis/Application Nursing Curriculum Committee reports evaluation to Nursing Faculty Assembly. Nursing Faculty Assembly acts to amend or retain the School of Nursing vision, mission, philosophy and program outcomes. Expected Outcome School of Nursing vision, mission, philosophy, and program outcomes are congruent with professional nursing standards and guidelines, needs and expectations of the community, faculty core values and beliefs, and current trends and needs in nursing education, as documented in the minutes of the Nursing Faculty Retreat, Nursing Curriculum Committee, and Nursing Faculty Assembly. Congruence of the School of Nursing vision, mission, philosophy, and program outcomes with professional nursing standards and guidelines are illustrated in a table. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Time Frame CURRICULUM Congruence of Course and Level Outcomes with Program Outcomes and School Of Nursing Vision, Mission, and Philosophy Nursing Curriculum Committee Evaluate congruence of course and level outcomes with program outcomes and School of Nursing vision, mission, and philosophy Curriculum Design, Including Nursing and Required Liberal Arts Courses, Course Sequencing and Scheduling Nursing Quality Improvement Committee Generic BSN student focus group (May 2012) Faculty Manual Ongoing RN-BSN student focus group (August 2012) 177 Analysis/Application Expected Outcome Report evaluation to Nursing Faculty Assembly. Nursing Faculty Assembly acts to amend or retain course and level outcomes. Recommendations to change course outcomes are forwarded by Chairperson of committee, with Dean of Nursing approval, to College Curriculum Committee. If approved by College Curriculum Committee, forwarded to College Faculty Assembly. Course and level outcomes are congruent with program outcomes and School of Nursing vision, mission, and philosophy, as illustrated in a table. Aggregate data analyzed and presented to Nursing Curriculum Committee and Nursing Faculty Assembly. Curriculum design, sequencing and scheduling facilitates achievement of program outcomes, as documented in Nursing Curriculum Committee minutes. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Time Frame CURRICULUM Curriculum Design, Including Nursing and Required Liberal Arts Courses, Sequencing and Scheduling, continued Nursing Curriculum Committee Evaluate effectiveness of curriculum design, sequencing and scheduling in achieving program outcomes Ongoing Courses Nursing Curriculum Committee Review new course proposals and course revisions submitted by nursing faculty to determine need and contribution to achievement of program outcomes Ongoing Assess which nursing elective courses to retain based on faculty and student feedback Faculty Manual 178 Analysis/Application Nursing Curriculum Committee reports evaluation to Nursing Faculty Assembly. Nursing Faculty Assembly act to amend or retain curriculum design, sequencing and scheduling. Dean of Nursing forwards to College Curriculum Committee recommendations to amend curriculum design and sequencing. If approved by College Curriculum Committee, forwarded to College Faculty Assembly. Recommend approval or denial of new course proposals, course revisions or deletions to the Nursing Faculty Assembly. If approved by Nursing Faculty Assembly, Chairperson of committee, with Dean of Nursing approval, forwards to College Curriculum Committee. If approved, forwarded to College Faculty Assembly. Expected Outcome Revisions in curriculum design and sequencing are implemented once approved by College Faculty Assembly. Necessary modifications in scheduling are made in consultation between Director of Enrollment Services and Associate Dean of Nursing for Instructional Programs. New course proposals and course revisions are implemented once approved by the College Faculty Assembly. Nursing courses are retained or deleted based on faculty and student feedback, as well as, approval of the College Faculty Assembly. Documentation of the process is available in the Nursing Curriculum Committee, Nursing Faculty Assembly, and College Faculty Assembly minutes. 2013-2014 Edition Area of Evaluation Courses, continued Responsibility Center Nursing Curriculum Committee, continued Associate Dean of Nursing for Faculty and Program Development Faculty Manual Method/Measure Time Frame CURRICULUM Analysis/Application Expected Outcome Evaluate proposals for curricular changes related to nursing and support courses in terms of compatibility with School of Nursing vision, mission, philosophy and program outcomes Ongoing Forward recommendations to Nursing Faculty Assembly. If approved by Nursing Faculty Assembly, Chairperson of committee, with Dean of Nursing approval, forwards to College Curriculum Committee. If approved by College Curriculum Committee, forwarded to College Faculty Assembly. Curricular changes related to nursing major and support courses are implemented once approved by College Faculty Assembly. Review effectiveness of course content, educational delivery and learning activities in achieving course, level and program outcomes, as well as integration of liberal arts education Ongoing Forward recommendations to course faculty and Nursing Faculty Assembly about refinement of specific courses. Course content, educational delivery and learning activities effectively contribute to course, level and program outcomes, as well as integration of liberal arts education, as documented in Nursing Curriculum Committee minutes. Implement policy for online course expectations and encourage best practices for teaching online. Maintain updated RN-BSN and generic BSN student orientation on Blackboard. Strategies to improve educational delivery in RN-BSN distance education program and in online and hybrid courses in generic student BSN program are effective. Review effectiveness of course assessment methods in evaluating course outcomes Assess support for meaningful instructor-student and studentstudent interaction in RN-BSN distance education program and in online and hybrid courses in generic student BSN program Ongoing 179 Course assessment methods are effective in evaluating course outcomes. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Time Frame CURRICULUM Analysis/Application Courses, continued College Curriculum Committee Review course proposals requesting to include Linfield College (LC) or writing intensive designations Ongoing If approved by College Curriculum Committee, forwarded to College Faculty Assembly. International Study College Curriculum Committee Review course proposals for January term international study Annually Approve approximately ten interdisciplinary thematic courses, including nursing courses, that meet objectives of January term international study. Student application for January term international study course, transcripts, letters of recommendation, and interview with course faculty Annually Course faculty recommend student participation in January term international study course to College Office of International Programs based on minimum 2.75 GPA, good social standing, interest in subject and goals of course, background preparation for course, maturity and flexibility, and ability to live and study in a group, and will represent the College well while abroad. College International Programs Committee Course Faculty Faculty Manual 180 Expected Outcome Course content and learning activities contribute to meeting course outcomes of Linfield College (LC) general education requirements. Course content and learning activities in NURS 320 Scholarship of Nursing contribute to meeting outcomes of LC Quantitative Reasoning. Assignments in writing intensive nursing course (NURS 470 Leading and Managing in Nursing) promote writing skills, reflection, insight and integration of ideas across the curriculum. One to two nursing courses are approved annually for January term international study. At least eight students each year will participate in a January term international study course that broadens their global perspective, including sensitivity to crosscultural traditions and differences. Students will share their experience with Portland campus students, faculty, administrators, and staff. 2013-2014 Edition Area of Evaluation International Study, continued Responsibility Center Integrated Experiential Learning Coordinator in RN-BSN program. Faculty Manual Method/Measure Time Frame CURRICULUM Student application for NURS 475 Integrated Experiential Learning IV international clinical placement and letter of recommendation. Summer, Fall, and Spring semesters 181 Analysis/Application Review student essay in application and recommendation letter. Expected Outcome At least five RN-BSN students will experience an international clinical placement each year. 2013-2014 Edition Area of Evaluation Campus Learning Community Responsibility Center Assistant Dean of Students / Director of Student Life Assistant Dean of Students / Director of Student Life Method/Measure Portland Student Survey Student surveys evaluating effectiveness of major campus events Time Frame RESOURCES Annually Annually Analysis/Application Identify campus community educational events desired by students to meet learning and social needs. Implement campus community social, cultural and educational events based on survey results and input from Associated Students of Linfield College-Portland Campus (student government). Evaluate effectiveness of events such as orientation program, Nurse Lobby Day, and Family Day. Expected Outcome Students indicate needs are being met by campus community, social, cultural, and educational events. Students indicate that there is a sense of campus community. Students indicate effectiveness of major campus events. Retain or modify major events to meet student needs. Faculty Manual 182 2013-2014 Edition Area of Evaluation Campus Learning Community, continued Responsibility Center College Director of Institutional Research Method/Measure Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students) Time Frame RESOURCES Every 3 years Analysis/Application Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Expected Outcome Generic BSN students’ mean rating of satisfaction with regard to ease of getting involved in campus organizations, feeling welcome on campus, having a sense of belonging on campus, adequacy of opportunities to hear guest speakers and attend campus events, believing the campus is committed to academic excellence, and feeling faculty care about the student as an individual is at least equal to the national mean for four year private institutions. Generic BSN students’ mean rating of satisfaction with faculty caring about them as an individual, and the campus commitment to academic excellence is at least equal to the national mean for four year private institutions. Wellness Promotion College Assistant Dean of Students / Director of Student Life in collaboration with College Health Promotion and Student Wellness Coordinator Faculty Manual Portland Wellness Survey (Beginning 2011-12) Every 2 years Identify major student wellness needs and program ideas. Portland Student Survey Annually Identify major student wellness needs and program ideas. 183 RN-BSN students’ satisfaction with faculty responsiveness to student needs and frequency of student-instructor interaction is at least 5 on a 7 point scale. Health promotion and wellness program reflects student needs in campus events. At least 80% of students indicate the importance of the Wellness program. 2013-2014 Edition Area of Evaluation College Student Engagement Responsibility Center College Director of Institutional Research Method/Measure National Survey of Student Engagement form (Beginning 2010-11) Time Frame RESOURCES Every 3 years Faculty Survey of Student Engagement form (Beginning 2011-12) College Student Leadership Analysis/Application Aggregate data on student engagement presented to Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Expected Outcome Academic challenge, active and collaborative learning, supportive campus environment, enriching educational experience, and studentfaculty interaction are at least at the Carnegie Peers General Bachelors benchmark. Portland Student Survey Annually College Assistant Dean of Students / Director of Student Life Migrating Student Survey Each semester Evaluate perceived resource differences between the two campuses. Students migrating from McMinnville campus to Portland campus indicate the Portland campus orientation was helpful, and Portland campus faculty and staff are supportive. College Director of Institutional Research Noel-Levitz Student Satisfaction Inventory (beginning 2010). Every 3 years Students’ mean rating of satisfaction with new student orientation services helping with college adjustment, and adequacy of opportunities to hear guest speakers and attend special campus events is at least equal to the national mean for four year private institutions. College Assistant Dean of Students / Director of Student Life Student Leadership Learning Outcomes Pre-Survey Annually Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Evaluate leadership development, collaboration, meaningful interpersonal relationships, social responsibility, effective communication and multicultural awareness. Faculty Manual Student Leadership Learning Outcomes Post-Survey 184 At least 80% of students note the importance of volunteer and advocacy opportunities. In the Pre-Survey, students note the desire to develop leadership skills. In the Post-Survey, students indicate that the leadership development program is effective in facilitating student leadership skills. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Time Frame RESOURCES College Student Leadership, continued College Assistant Dean of Students / Director of Student Life Portland Campus Student Survey College Multicultural Program in Portland College Director of Inclusion and Access Multicultural Nursing Career Day Assessment Annually New Careers in Nursing PreEntry Immersion Program Survey Portland Student Survey College Director of Institutional Research Faculty Manual Analysis/Application Expected Outcome Leadership opportunities are available for students (e.g., student government, College and Nursing Faculty Assembly/faculty committees, Student Nurses’ Association activities, student organizations, and community service). Assess effectiveness of Multicultural Nursing Career Day in meeting needs of diverse prospective students. At least 80% of students indicate that student leadership and involvement opportunities are important. Annually Assess effectiveness of New Careers in Nursing Scholarship pre-entry immersion program. At least 90% of the participants in the pre-entry immersion program indicate that the program was helpful and met their expectations. Annually Assess effectiveness of Academic Success Center. At least 50% of the students indicate that the Academic Success Center is an important resource. 185 At least 80% of participants in the Multicultural Nursing Career Day program indicate that the event is helpful in making a decision about nursing school. 2013-2014 Edition Area of Evaluation Responsibility Center Method/Measure Learning Support College Director of Institutional Research Portland Student Survey Tutoring Services College Director of Inclusion and Access College Director of Institutional Research Faculty Manual Time Frame RESOURCES Analysis/Application Expected Outcome Annually Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. At least 80% of students indicate that learning support services are important. Peer Tutoring Survey Annually Assess effectiveness of Academic Success Center’s peer tutoring program. Noel-Levitz Student Satisfaction Inventory (beginning 2013) Every 3 years Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. At least 90% of BSN generic students indicate that peer tutoring is helpful for them, that they felt confident with the material after tutoring sessions, that they plan to use peer tutoring again in the future, and that peer tutors are knowledgeable. RN-BSN students’ mean rating of satisfaction with availability of tutoring services for online courses is at least 5 on a 7 point scale. 186 2013-2014 Edition Area of Evaluation Student Peer Mentorship Career Services Student Relationships with Administration and Faculty Responsibility Center College Assistant Dean of Students / Director of Student Life College Director of Institutional Research Dean of Nursing Method/Measure Peer Resource Network (PRN) Evaluation form Time Frame RESOURCES Annually Portland Student Survey Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students) Every 3 years Open student forum with administrators, faculty and staff Each semester Meetings with Associated Students of Linfield College – Portland Campus (student government) Analysis/Application Evaluate effectiveness of nursing student peer mentoring program in instilling confidence and easing transition by providing support and guidance, as well as fostering core values of nursing. New model for peer modeling was pilot tested in 2011-12. Evaluation results were positive so new model for peer modeling was implemented in 2012-13. Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Address key issues such as college and nursing accreditation, strategic planning, curriculum, changes in program, policies, resources and introduction of new personnel. Expected Outcome At least 50% of the students indicate that the peer mentoring program is important, and they are satisfied with the program. Generic BSN students’mean rating of satisfaction with career services is at least equal to the national mean for four year private institutions. RN-BSN students’ mean rating of satisfaction with availability of online career services is at least 5 on a 7 point scale. Student concerns are identified and appropriate action taken. Identify student concerns. Faculty Manual 187 2013-2014 Edition Area of Evaluation Student Relationships with Administration and Faculty, continued Responsibility Center College Director of Institutional Research Associated Students of Linfield CollegePortland Campus (student government) Faculty Relationships with Administration Dean of Nursing Faculty Manual Method/Measure National Survey of Student Engagement form (Beginning 2011-12) Time Frame RESOURCES Every 2 years Analysis/Application Expected Outcome Aggregate data analyzed and report presented to Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Student-faculty interaction is at least at the Carnegie Peers General Bachelors benchmark. Noel-Levitz Student Satisfaction Inventory (Beginning 2010) Every 3 years Student government class senators seek feedback from students about concerns Ongoing Act as liaison between students and faculty to identify student concerns. Student concerns are identified and appropriate action is taken, as documented in Nursing Faculty Assembly and Committee minutes. Ongoing Identify faculty concerns. Faculty concerns are identified and appropriate action is taken. Student representatives on College and Nursing Committees, the College Faculty Assembly, and Nursing Faculty Assembly report to student government Nursing Faculty Assembly meetings and individual meetings between faculty and administrators 188 Student mean rating of satisfaction with regard to approachability of administrators is at least equal to the national mean for four year private institutions. 2013-2014 Edition Area of Evaluation Work Environment Responsibility Center College Director of Institutional Research Method/Measure Higher Education Research Institute (HERI) Faculty Survey, 2010-11 Time Frame RESOURCES Every 3 years Nursing Quality Improvement Committee Physical Facilities College Strategic Facilities Committee Space Utilization Study Ongoing College Director of Portland Campus Operations Assesses physical facilities for Portland Ongoing Faculty Manual Reviews requests for allocation of space from students, faculty and administrators Analysis/Application Analysis of aggregate data to identify any areas needing improvement. Dean of Nursing provides leadership in developing or maintaining a healthy work environment conducive to teaching and learning that is based on evaluation data. Identify Portland campus space needs. Reports decisions regarding physical facilities and space allocation to Dean of Nursing. Expected Outcome Faculty satisfaction with teaching load is at least equal to the mean at comparable institutions. At least 75% of faculty indicate satisfaction with support for professional development. At least 75% of faculty indicate satisfaction with the physical comfort of their office space. Update college planning process to include remodeling existing facilities and changing function of specific areas. Improve number, size and type of physical facilitates to meet educational purposes for number of students. Initiate requests for space allocation. Remodel physical facilities to improve appearance and function. 189 2013-2014 Edition Area of Evaluation Physical Facilities, continued Safety Responsibility Center College Director of Institutional Research College Portland Safety Committee Faculty Manual Method/Measure Portland Campus Student Survey Time Frame RESOURCES Analysis/Application Expected Outcome Annually Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Identify physical facilities needing improvement based on student feedback and take appropriate action. Noel-Levitz Student Satisfaction Inventory (Beginning 2010) Every 3 years Student mean rating of satisfaction with regard to the campus being well maintained is at least equal to the average national mean for four year private institutions. Inspect and evaluate work environment safety, physical building, walking surfaces, furniture, and electrical and fire hazards. Review Linfield College Incident Investigation and Analysis Report forms Twice a year Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Recommend to Director of Portland Campus Operations and to Housing the correction of any safety hazards. Safe environment is maintained. Forward report to Quality Improvement Committee for review. 190 2013-2014 Edition Area of Evaluation Safety, continued Responsibility Center Dean of Nursing Method/Measure Linfield-Good Samaritan School of Nursing Clinical Incident Report form Time Frame RESOURCES Annually Linfield-Good Samaritan School of Nursing Blood Borne Pathogens Exposure Incident Reporting form College Director of Institutional Research Faculty Manual Noel-Levitz Student Satisfaction Inventory (Beginning 2010) Every 3 years 191 Analysis/Application Forward summary of data to Quality Improvement Committee. The committee analyses the data and reports findings and recommendations to Nursing Faculty Assembly. Nursing Faculty Assembly determines policies concerning clinical incident reporting and responds to recommendations. Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Expected Outcome The number of clinical accidents in any given year is low. Student mean rating of satisfaction with the campus being safe and secure for students is at least equal to the average national mean for four year private institutions. 2013-2014 Edition Area of Evaluation Library Resources Responsibility Center Portland Campus Library Director Nursing Quality Improvement Committee Portland Campus Library Director Faculty Manual Method/Measure Solicit input from Dean of Nursing, Nursing Curriculum Committee and faculty regarding adequacy of library resources Selective student and faculty interviews Time Frame RESOURCES Ongoing Every 3 years 192 Analysis/Application Expected Outcome Evaluate adequacy of library resources and recommend to the Nursing Faculty Assembly policies related to the development of library resources and services. If approved by Nursing Faculty Assembly, Dean of Nursing forwards recommendations to Portland Campus Library Director and Library Director of Linfield College. Library Director of Linfield College works with Office of Academic Affairs and Vice President for Academic Affairs / Dean of Faculty on such issues as they arise. Policies are effective in supporting development of library resources and services. Establish goals and plans to improve library resources. Assess library resource needs. Implement incorporation of streaming video technology in curriculum. Implement library resource improvements based on student and faculty feedback. 2013-2014 Edition Area of Evaluation Library Resources, continued Responsibility Center Portland Campus Library Director, continued Method/Measure Association of Research Libraries Survey (2005) Time Frame RESOURCES Periodically Library Facility Assessment and Planning Recommendations (Drew Harrington Associates Consultants, 2006); Smith, CFI facilities consultant (2011) Faculty Manual Analysis/Application Expected Outcome Recommendations reported to Nursing Faculty Assembly. The mean score of College faculty satisfaction with treatment at the library, information control, quality of service, and library support for learning, research, and teaching needs is 7 or higher on a scale of 1 to 9. Recommendations reported to College administration by consultants. Consultant recommendations concerning improvement of Portland campus library facility were implemented (Spring 2012). Faculty requests for library resources Ongoing Identify needed library resources. Initiate requests for library resources as needed to support instructional delivery and achievement of School of Nursing vision, mission, philosophy and program outcomes. Evaluate collection using Essential Nursing Resources developed by Interagency Council on Information Resources in Nursing, online version of Doody’s Core Titles, and American Journal of Nursing’s annual “Best Books” series Evaluate adequacy of journal collection based on frequent interlibrary loans Annually Identify essential resources needed for collection. Maintain a collection that has essential nursing resources. Annually Identify professional journals requiring frequent interlibrary loans. Purchase additional professional journals based on frequent interlibrary loans if cost is acceptable. 193 2013-2014 Edition Area of Evaluation Library Resources, continued Information Technology Responsibility Center Method/Measure Time Frame RESOURCES Associated Students of Linfield College – Portland campus (student government) Portland Campus Library Student Survey (December 2011). College Assistant Dean of Students / Director of Student Life Portland Campus Student Survey. Annually College Director of Institutional Research Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students) Every 3 years Open student and faculty forum Annually Faculty requests for hardware and software Ongoing College Director of Information Technology Faculty Manual 194 Analysis/Application Expected Outcome Aggregate data analyzed and report presented to Portland Campus Library Director. At least 80% of students use the library in a given month. Aggregate data analyzed and report presented to Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. At least 80% of students note the importance of the library. Solicit input from nursing faculty and students regarding adequacy of information technology resources. Implement workshops to train faculty in use of technological enhancements to learning. Recommend resources needed by nursing for inclusion in College Budget and Technology Fund requests. At least 80% of students note satisfaction with library services. Generic BSN students’ mean rating of satisfaction with adequacy of library resources and services is at least equal to the national mean for four year private institutions. RN-BSN students’ mean score of satisfaction with online library resources and services is at least 5 on a 7 point scale. Initiate information technology requests. Workshops are offered to increase level of technological expertise among faculty in order to improve instructional delivery, as documented by emails to faculty. Inclusion of computers in Experiential Learning Center (nursing lab) for Electronic Health Record program. 2013-2014 Edition Area of Evaluation Responsibility Center Information Technology, continued Method/Measure An External Review of Information Technology at Linfield College-Portland Campus (December 2007) College Director of Institutional Research College Technology Advisory Council Faculty Manual Time Frame RESOURCES Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students) Every 3 years Seek input from faculty, administrators and students Ongoing 195 Analysis/Application Expected Outcome Assessment of Information Technology needs. External reviewer recommendations concerning the development of information technology resources are implemented. Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Generic BSN students’ mean rating of satisfaction with adequacy and accessibility of computer lab is at least equal to the national mean for four year private institutions. Identify technology priorities and acquisition needs. Recommend funding strategies for growth and replacement of core information technology resources to College Planning and Budgeting Council. RN-BSN students’ mean score of satisfaction with technical assistance is at least 5 on a 7 point scale. 2013-2014 Edition Area of Evaluation Experiential Learning Center (Nursing Lab) Responsibility Center Nursing Simulation Program Director Method/Measure High Fidelity Clinical Simulation Evaluation by Students form (pilot tested in Spring 2013) High Fidelity Clinical Simulation Evaluation by Faculty form (to be developed during 2013-14 academic year) Nursing Electronic Health Record Project Director Electronic Health Record Project Time Frame RESOURCES End of select high fidelity clinical simulation experiences Analysis/Application Analyze evaluation data to determine effectiveness of high fidelity clinical simulation experience in meeting stated objectives. Students’ mean rating of effectiveness of high fidelity clinical simulation experiences in meeting stated objectives is 3 or higher on a 5 point scale. Forward report and recommendations to Nursing Curriculum Committee and Nursing Faculty Assembly. Ongoing Continue faculty training in use of Electronic Health Record (Spring 2012). Implement phased integration and evaluation of Electronic Health Record program (2012-14). Present evaluation findings to grantors and College community (Spring 2014). Faculty Manual Expected Outcome 196 Evaluation findings will indicate that the Electronic Health Record program was effective in teaching students how to interact with the informatics tool to ensure safe, high quality nursing care. 2013-2014 Edition Area of Evaluation Experiential Learning Center (Nursing Lab), continued Responsibility Center Nursing Experiential Learning Center Director Method/Measure Experiential Learning Center Evaluation form Faculty requests for nursing lab equipment and supplies Time Frame RESOURCES End of course Ongoing High fidelity simulation planning document (July 2013) Analyze evaluation data to determine effectiveness of Experiential Learning Center as a resource for learning. Forward report and recommendations to Nursing Curriculum Committee and Nursing Faculty Assembly. Identify needed nursing lab equipment and supplies for Experiential Learning Center. Identify future needs related to high fidelity simulation. Assess effectiveness of new nursing lab in meeting learning needs of students (2013-14) Faculty Manual Analysis/Application 197 Expected Outcome Faculty and students’ mean rating of the value of the Experiential Learning Center for learning is 3 or higher on a 5 point scale. Initiate requests for Experiential Learning Center resources as needed to support instructional delivery and achievement of School of Nursing vision, mission, philosophy, and program outcomes. 2013-2014 Edition Area of Evaluation Clinical Agency Resources Responsibility Center Dean of Nursing Nursing Clinical Facilities Administrator Method/Measure Gather experts from the community, faculty, administrators and students at the Nursing Clinical Advisory Council to discuss clinical needs of the School of Nursing and resources available in the community Convene Nursing Diversity and Inclusion Advisory Council to help expand access to clinical sites representing diversity Participate in StudentMax Connection clinical placement consortium for the Portland and Southwest Washington metropolitan area through the Oregon Center for Nursing. Time Frame RESOURCES Expected Outcome Annually Summary data presented to the Nursing Faculty Assembly. Expanded availability of appropriate clinical facilities that enhance learning opportunities to meet program outcomes. Ongoing Nursing Clinical Facilities Administrator and Nursing Dedicated Education Units Coordinator report to Nursing Faculty Assembly concerning adequacy of number of clinical placements to meet program needs. Report findings to Dean of Nursing and Nursing Faculty Assembly. The number of clinical placements are adequate to meet the needs of the program. Reviewed by Nursing Clinical Facilities Administrator. Clinical affiliations are established if criteria are met. Nursing Dedicated Education Units Coordinator Assess feasibility of establishing additional dedicated education units with clinical agencies Ongoing Integrated Experiential Learning Coordinators Request by Faculty for New Clinical Agency Affiliation form As needed Faculty Manual Analysis/Application Minutes of StudentMax Connection document cooperative clinical scheduling with other nursing programs and agencies to develop appropriate and equitable access to clinical practice sites. Establish clinical partnerships with community agencies through Dedicated Education Units if feasible. Evaluation of Potential Clinical Agencies in Terms of Established Criteria form 198 2013-2014 Edition Area of Evaluation Clinical Agency Resources, continued Clinical Teaching Associates (Preceptors) Responsibility Center Method/Measure Nursing Clinical Facilities Administrator Clinical Site Evaluation by Faculty form Nursing Clinical Facilities Administrator Clinical Teaching Associate (Preceptor) Evaluation by Faculty form Time Frame RESOURCES End of each course Reviewed by course faculty. End of each course Summarized by Nursing Clinical Facilities Administrator. Results forwarded to Nursing Quality Improvement Committee that reports findings and recommendations to Nursing Faculty Assembly. Reviewed by course faculty. Clinical Site Evaluation by Student form Clinical Teaching Associate (Preceptor) Evaluation by Student form Nursing Quality Improvement Committee Faculty Manual Clinical Teaching Associate (Preceptor) Evaluation of School of Nursing Support form Analysis/Application Annually 199 Summarized by Nursing Clinical Facilities Administrator. Results forwarded to Nursing Quality Improvement Committee that reports findings and recommendations to Nursing Faculty Assembly. Analyze results and report findings and recommendations to Nursing Faculty Development Committee and Nursing Faculty Assembly. Expected Outcome Clinical sites are retained or terminated based on established criteria. Clinical Teaching Associates (Preceptors) are retained or terminated based on established criteria. Clinical Teaching Associates (Preceptors) indicate they are receiving adequate support from the School of Nursing to function as a role model, resource and coach for nursing students (average rating on each survey item is 4 or higher on a 5 point scale). 2013-2014 Edition Area of Evaluation Clinical Teaching Associates (Preceptors), continued Student Satisfaction with Resources Responsibility Center Associate Dean of Nursing for Faculty and Program Development Nursing Faculty Development Committee College Director of Institutional Research Faculty Manual Method/Measure Review Linfield-Good Samaritan School of Nursing Clinical Teaching Associate (Preceptor) Manual Noel-Levitz Student Satisfaction Inventory (Beginning 2010 for BSN generic students and 2013 for RN-BSN students). Time Frame RESOURCES Analysis/Application Expected Outcome Annually Update Clinical Teaching Associate (Preceptor) Manual. Maintain updated Clinical Teaching Associate (Preceptor) Manual that provides accurate information about the preceptor/student/faculty roles, School of Nursing curriculum, and teaching strategies. Every 3 years Aggregate data analyzed and report presented to the Nursing Faculty Assembly by College Assistant Dean of Students / Director of Student Life. Generic BSN students’ mean rating of satisfaction with resources (e.g., financial aid, admissions, registration, advising, counseling, bookstore, and housing) is at least equal to the national mean for four year private institutions. 200 RN-BSN students’ mean rating of satisfaction with resources (e.g., financial aid, admissions / registration, advising, and bookstore) is at least 5 on a 7 point scale. 2013-2014 Edition Chapter VIII: School Of Nursing Development Plan Faculty Manual 201 2013-2014 Edition Linfield-Good Samaritan School of Nursing Development Plan (2013-2016) Approved: 06/18/13 Introduction The goals of the School of Nursing Plan for Development are based on the Linfield College mission and foundational education principles (integrated learning, global and multicultural awareness, and experiential learning) as well as the vision, mission, philosophy and program outcomes of the school of nursing. Work began on the School of Nursing Plan for Development in Spring 2013 after completion of the Linfield College Strategic Plan (2010-18). The nursing plan is congruent with the college strategic plan. Goal 1. Strengthen Academic Programs Goal, 1A. Evaluate the effectiveness of the concept-based curriculum. Action Plan: 1. Assess the ability of faculty to move from a content to a concept paradigm. 2. Evaluate integration of the clinical reasoning model across the curriculum and determine the model’s effectiveness in meeting student outcomes. 3. Strengthen the nursing curriculum by monitoring student and faculty course evaluations and make improvements in response to evaluation data. 4. Implement a new course evaluation tool to be completed by nursing faculty beginning Spring 2013. 5. Continue to monitor trends in the NCLEX-RN and graduation pass rates to determine if interventions are effective. 6. Assess if HESI examination scores, HESI exit examination scores, and/or CAT scores are related to the NCLEX-RN and graduation pass rates. 7. Evaluate the impact of increasing the GPA admission requirement on NCLEXRN and graduation pass rates. Goal, 1B. Continue to evaluate the impact of moving the RN-BSN program from the Division of Continuing Education to the School of Nursing. Action Plan: 1. Examine the feasibility of aligning the Division of Continuing Education calendar with that of the rest of the college or changing the academic calendar within the school of nursing. 2. Involve stakeholders in a discussion of the academic calendar and progression of courses in the RN-BSN program. Faculty Manual 202 2013-2014 Edition Goal, 1C. Implement efforts to support and provide time for nursing faculty to engage in professional achievement activities. Action Plan: 1. Support the efforts of college faculty to reduce the teaching workload. 2. Continue to assess the workload of Integrated Experiential Learning Coordinators (e.g., possible use of co-coordinators). 3. Adjust the workload of faculty during their first year of teaching as needed. 4. Support college efforts toward clarifying tenure and promotion guidelines. Goal, 1D. Continue to implement efforts to support Nurse Educator Associates (part-time adjunct faculty). Action Plan: Continue to evaluate the effectiveness of efforts to support Nurse Educator Associates (adjunct faculty) and make improvements in response to evaluation data. Goal, 1E. Continue efforts to diversify the nursing student, faculty and staff population. Action Plan: 1. Collaborate with the College Advisory Committee in completing a departmental evaluation of efforts to diversify the student, faculty and staff population. 2. Determine the current level of diversity among students, faculty and staff as defined by underrepresented populations in the nursing profession. 3. Build on goals for diversity as identified in the prior HRSA grant. 4. Explore the possibility of a HRSA grant to further diversify the student population (e.g., recruitment of African American and Native American students). Goal, 1F. Develop a comprehensive plan to address faculty recruitment, retention and development. Action Plan: 1. The Nursing Faculty Development Committee and the Associate Dean of Nursing for Faculty and Program Development will collaborate to continue development and improvement of the mentoring program. 2. Explore options to support faculty in teaching or scholarship efforts. 3. Engage in community building among the faculty. Faculty Manual 203 2013-2014 Edition Goal, 1G. Continue the feasibility study related to the possible development of a nursing master’s program. Action Plan: A task group comprised of the Associate Dean of Nursing for Faculty and Program Development and the nursing faculty is conducting a market survey to explore the need for a nursing master’s program and to identify what type of master’s program might be needed. Goal 2. Enhance Linfield’s Regional, National, and Global Connections Goal, 2A. Develop additional affiliation and co-admission agreements with Associate Degree Nursing programs to support the educational advancement of nurses. Action Plan: 1. Continue to assess the possibility of increasing affiliation agreements between Associate Degree Nursing programs and Linfield College. 2. Continue to assess the possibility of increasing co-admission agreements between Associate Degree Nursing programs and Linfield College. Goal, 2B. Develop additional national and international learning opportunities for students. Action Plan: 1. Support the further development of innovative January term national and international courses offered by the school of nursing to increase students’ national and global awareness. 2. Explore a tuition differential for RN-BSN students opting for an international clinical experience. 3. In Summer 2013 a faculty member will be identifying and assessing potential clinical sites in Kenya for the RN-BSN program. 4. The Associate Dean of Nursing for Faculty and Program Development is exploring the possibility of additional clinical sites in remote areas of the United States as well as in India and Nepal for the RN-BSN program. Goal, 2C. Continue to develop existing clinical partnerships and create new ones, including additional dedicated education units similar to the one with Kaiser Sunnyside Medical Center. Goal, 2D. Explore opportunities for faculty and student interprofessional collaboration and education within Linfield College and with other educational organizations. Faculty Manual 204 2013-2014 Edition Goal 3. Grow and Strategically Align Linfield’s Resources Personnel Goal, 3A. Continue to address the need to make the positions of a Nursing Administrative Assistant and Administrative Coordinator permanent rather that long-term temporary to ensure stability in administrative and faculty support services. Action Plan: The Interim Dean of Nursing has requested that the positions of an Administrative Assistant and Administrative Coordinator be made permanent rather than long-term temporary. Goal, 3B. Address compensation issues for nursing faculty and staff to improve recruitment and retention of faculty and staff. Action Plan: 1. A task force comprised of the Interim Dean of the School of Nursing and nursing faculty are developing a proposal to increase compensation for nursing faculty and nursing staff based on differential salary. 2. The college faculty are recommending to the Linfield College Board of Trustees the adoption in May 2013 of the AAUP IIB cohort as the relevant comparison group for monitoring faculty compensation, and that a benchmark target goal be adopted in November 2013. Goal, 3C. Address the need for a non-tenure-track faculty position in addition to the tenure-track faculty position at Linfield College. Action Plan: 1. The Nursing Faculty Assembly has submitted a proposal to the college Faculty Executive Council to consider developing a non-tenure-track faculty position. 2. A task force, comprised of the Associate Dean of Nursing for Faculty and Program Development and faculty, is exploring the implementation of a non-tenure-track faculty position in the school of nursing. Faculty Manual 205 2013-2014 Edition Other Resources Goal, 3D. Develop a feasibility plan for the integration of additional technology for student learning, and evaluate the effectiveness of current technology applications. Action Plan: 1. Continue implementation of the electronic health record (Neehr Perfect) in clinical courses, and explore additional technology applications such as e-book, PDA and related support devices. 2. Evaluate the effectiveness of the electronic health record (Neehr Perfect) in Spring 2014. 3. Explore sustained long-term funding for purchasing technology equipment as well as for faculty development in technology applications. Goal, 3E. Develop a plan based on an analysis of current and future curriculum needs with regard to simulation and additional experiential learning opportunities. Action Plan: 1. The Experiential Learning Center Director is developing a planning document to describe current and future curriculum needs regarding high fidelity simulation. The document will be complete in July 2013. 2. Expand the high fidelity simulation laboratory to include an additional “theater” which would accommodate both in-patient and community-based learning scenarios. 3. Collaborate with the College Institutional Advancement Office in seeking funding of an additional high fidelity simulation theater and necessary equipment. 4. Work with the College Facilities Task Force (which has Portland Campus representation including a nursing faculty member) to identify potential space for an additional high fidelity simulation theater. 5. Negotiate necessary staffing for an additional high fidelity simulation laboratory with the Vice President for Academic Affairs/Dean of Faculty. Goal, 3F. Evaluate the effectiveness of academic support services in meeting student learning needs. Action Plan: 1. Establish a task force, comprised of the Associate Dean of Nursing for Instructional Programs and faculty, to collaborate with college academic support personnel in order to improve services to students. 2. Explore the possibility of developing writing skills resources. Faculty Manual 206 2013-2014 Edition Goal, 3G. Improve navigation and presentation of content on the Portland campus and school of nursing Website. Action Plan: 1. A task force comprised of the Associate Dean of Nursing for Faculty and Program Development, the Director of Portland Campus Operations, the Linfield College Webmaster, and other concerned faculty and administrators assessed the quality of the Website, and plan to improve navigation and presentation of content on the Portland campus and school of nursing Website during Summer 2013. 2. The Portland campus and school of nursing Website will be evaluated on an ongoing basis with regard to navigation and presentation of content, and necessary revisions will be made. Goal, 3H. Based on assessment data, work collaboratively with the Director of Portland Campus Operations to develop a comprehensive facility plan that provides a safe environment and supports the learning needs of students and faculty. Action Plan: 1. A grant of $25,000 from the Ann and Bill Swindells Charitable Trust is helping to support the renovation to convert the science laboratory into a low-mid fidelity simulation laboratory. Additional funding is being sought. Work on this project is scheduled to begin in Summer 2013. 2. The Director of Portland Campus Operations is exploring the possibility of installing cameras and electronic door card readers at entrance ways to enhance security. 3. Pursue opportunities for grants to provide revenue for needed resources. Faculty Manual 207 2013-2014 Edition Chapter IX: Nursing Faculty Policies And Procedures Faculty Manual 208 2013-2014 Edition Faculty Documentation And Record Keeping Approved: 04/03/06; Revised: 01/28/12 Anecdotal Notes and Other Documentation Faculty members may keep personal anecdotal notes in their own files. These notes are personal, but may be subpoenaed in a legal case. Faculty must document illegal, unsafe, unprofessional, unethical behavior or failure to meet course outcomes (e.g. professionalism, nursing care, safety) and must notify the student. Faculty will provide documentation of specific incident and date of behavior. Each final clinical performance evaluation form should have student’s and faculty member’s signatures and the date of signatures. Sharing Information with Others Individuals may verbally share information about students with faculty members, the Dean of Nursing, the student’s academic advisor, the Assistant Dean of Students/Director of Student Life or the Director of Learning Support Services as appropriate without notification of the student. Written documents (other than those already included in the student’s file) cannot be shared among individuals unless the student is notified. Use “c.” at the end of a letter or CC e-mail if the document is being sent to more than the addressee. Clinical Evaluation Forms Faculty members are expected to review their respective course clinical performance evaluation forms on a regular basis to determine if they appropriately measure and evaluate course outcomes. The following statement should be included on the bottom of the summary page of each student’s final clinical performance evaluation form: “Clinical evaluations will be filed for six years after graduation, at which time they will no longer be stored. The nursing faculty recommends that students keep a copy of all clinical evaluations in their individual professional file.” Procedure: The Dean of Nursing and administrative staff will be responsible for assuring faculty compliance with timely evaluations through the following process: Integrated Experiential Learning Coordinators will confirm a student clinical • performance evaluation by clinical faculty as well as a student self-evaluation has been completed on each student. • Completed evaluations for the students will be submitted to the Clinical Facilities and Project Coordinator for electronic filing. • The Integrated Experiential Learning Coordinators will contact faculty regarding any missing evaluations. • Integrated Experiential Learning Coordinators and clinical instructors should inform all students that the final clinical performance evaluation forms will be kept on file for six years after graduation, at which time they will no longer be stored. • The student will receive a copy of any document placed in his/her permanent file. • The student can write a “rebuttal letter” that can be included in his/her file. Faculty Manual 209 2013-2014 Edition Application And Admission Procedure For Students Desiring To Transfer From Other Nursing Programs Approved: 08/11/11 Any applicant who was enrolled in an accredited* baccalaureate in nursing degree program within the past two years may apply for admission to the Linfield-Good Samaritan School of Nursing at any time, provided they submit the regular application, all regular supplementary materials, course syllabi of all completed nursing courses, and provide a letter from the dean/director of the previous school stating the student was in good standing.** Application will be made through the College Assistant Director of Admissions, Office of Enrollment Services, who will be responsible for collecting all application materials for review. Enrollment Services will screen the application to determine if all basic requirements are met, such as minimum grade point average requirement, prerequisite courses and preliminary review of the letter of good standing from the dean/director of the previous program. If basic requirements are met and the applicant left the previous program in good standing, the application file will be forwarded to the School of Nursing Admissions, Progressions, Honors, and Graduation Committee, including the Dean of Nursing, for review, assessment of previous nursing courses, determination of admission and recommendation for placement in the nursing program. For example, what courses need to be taken at Linfield College to complete the BSN degree and any limitations or adjustments regarding progression as determined to be appropriate. If admitted, it will be on a “resource available” basis, as determined by the Dean of Nursing. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee may make recommendations regarding the placement vis-à-vis current students, who may be requesting changes to their curriculum plan, but the final decision on resource availability will rest with the Dean of Nursing in consultation with the Integrated Experiential Learning Coordinators. *Accredited Nursing Program A program meeting the standards of an institutional accrediting agency (regional or national) recognized by the U. S. Secretary of Education such as, National League for Nursing (NLN) or Commission on Collegiate Nursing Education (CCNE). **In Good Standing A student is “in good standing,” when he or she is allowed by the institution and program to continue enrollment in the nursing program of study at the college or university. Faculty Manual 210 2013-2014 Edition Academic Integrity Policies concerning academic integrity are described in the Linfield-Good Samaritan School of Nursing Student Manual, the Linfield College Student Handbook and the Linfield College Course Catalog. The following statement on academic integrity is included in nursing course syllabi: “I adhere to the college policy on academic integrity, as published in the Linfield College Course Catalog. Please refer to that document if you are unclear regarding the expectations.” Procedure For Violation Of Academic Integrity Students responsible for violating academic integrity are subject to disciplinary action. Instructors shall have discretion as to what penalty to impose regarding the course grade. Instructors are required, when discovering a case of academic integrity violation, to inform the Dean of Nursing, Assistant Dean of Students/Director of Student Life, as well as the student, in writing of the incident within 10 days of the discovery of the offense. The written notification must include a description of the offense, the course consequences for violation of academic integrity and the penalty given in the specific case. The written document detailing the incident will be placed in the student’s permanent file in the Records Office. It is also recommended that faculty issue an academic alert for any violation of the academic integrity policy. The Assistant Dean of Students/Director of Student Life has the discretion to refer a first time offender to the Linfield College Judicial Council. All cases involving more than one offense by the same student are automatically referred to the Judicial Council. This decision on referral will be communicated in writing to the student and the instructor(s) who has (have) a legitimate educational interest. The Judicial Council may impose College-level penalties upon the offending students. The School of Nursing Admissions, Progressions, Honors, and Graduation Committee will decide whether or not continuation in the nursing major will be permitted. Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council. Further detail is available in the Linfield College Student Handbook and the Linfield College Course Catalog. Academic Integrity Violation Appeal Students wishing to appeal grades given, based on violation of academic integrity, must appeal directly to the Linfield College Judicial Council. Students should consult with their academic advisor for assistance with the appeal process (see Appendix C-1-i). Proper due process shall be in force for all academic integrity violation proceedings, as outlined in the Policies and Procedures of the College Judicial Council (see, the Linfield College Student Handbook and the Linfield College Course Catalog). Faculty Manual 211 2013-2014 Edition Course Failure The Admissions, Progressions, Honors, and Graduation Committee will review a student for continuation and progression in the nursing major if he/she receives a grade of C- or below in a required nursing course. A student, who receives a grade of C- or below in a required nursing course, must meet with his/her academic advisor and submit a petition to the Admissions, Progressions, Honors, and Graduation Committee within seven work days after the last scheduled final exam of the term. The petition form is available in the Registration and Records office. The student and his/her academic advisor collaborate in completing the form, and the student submits the signed petition to the Registration and Records office. The student petition to retake the course must include a description of the reason for the low grade, a plan for future success, and a proposed new curriculum plan. The faculty teaching the course that the student failed must submit a letter to the Admissions, Progressions, Honors, and Graduation Committee describing why the student did not pass the course, and stating a recommendation to allow or not allow the student to repeat the failed course. If recommending a repeat of the failed course, the faculty teaching the course can include recommendations that might assist the student to be academically successful (e.g., remedial work or counseling). A copy of the letter is sent to the Dean of Nursing, the committee chairperson, the student and his/her academic advisor, and the student’s file in the Registrar’s office. The committee may solicit and review additional information from faculty, the student’s academic advisor, and the student concerning the student’s performance and suitability for nursing. The committee will review the petition and any additional information, and recommend approval or denial of the petition to the Dean of Nursing. If the petition is approved, the student will be required to meet with the Director of Learning Support Services for assistance with study skills and test taking skills. Additional requirements may also be mandated (e.g., counseling). If the petition is approved, the student may retake the course during the next regularly scheduled time in Fall or Spring semester, provided space is available in the course. The entire course, not just a portion of the course, must be repeated. A student, who has failed a nursing course, will not be allowed to enroll in the course in Summer term. If the petition is denied, the student is given a summary of the findings of the committee. The student will be able to review written materials used in making the decision and rebut in writing, within one month after the decision, if wishing to do so. Faculty Manual 212 2013-2014 Edition The committee will review the new information, and make a recommendation of acceptance or denial to the Dean of Nursing. Progression Appeal Students wishing to appeal a progression decision made by the Admissions, Progressions, Honors, and Graduation Committee should consult with their academic advisor, and submit a petition to the Dean of Nursing. If the matter is still not resolved, students may appeal to the Vice President for Academic Affairs/Dean of Faculty (see Appendix C-1-ii). Academic Grievance Procedure Academic grievances concerning teaching and learning should be settled as close to the level of student-faculty contact as possible. If students believe they have been treated arbitrarily or capriciously by an instructor in a grade assigned or other ways, they should first talk to the instructor, and consult with their academic advisor for assistance. The academic grievance procedure is explained in Appendices C-1-iii and C-1-iv. Statement On Student Behavior Approved: 05/08/95 Every faculty member and student has the right to conditions favorable to teaching and learning both in and out of the classroom. To foster and maintain such conditions, students have the responsibility to conduct themselves, individually and in groups, in a manner that promotes an atmosphere conducive to teaching, studying, and learning. Students are expected to uphold academic and personal integrity, to respect the rights of others, and to refrain from disruptive, threatening, intimating, or harassing behavior, or behavior that is harmful to themselves, other persons, or property. Faculty has the right and responsibility to foster an environment conducive to teaching and learning. Should this be threatened by student behavior, faculty are authorized and encouraged to initiate the following steps: 1. 2. 3. 4. Meet privately with the student to describe the unwanted behavior, explain why it is inappropriate, and specify expectations for future student behavior. Request and initiate a formal meeting with the student, the student’s academic advisor, and the Assistant Dean of Students/Director of Student Life. Request through the Assistant Dean of Students/Director of Student Life, that the student be withdrawn from the class. Initiate other disciplinary action, in coordination with the Assistant Dean of Students/Director of Student Life, by means of the appropriate judicial process. The above faculty action steps may be taken in order or initiated at any level. It is important for faculty to notify students of the potential consequences of disruptive behavior. Consequences may include: progressive faculty action steps, student referral to counseling, and formal behavior contracting. Faculty are encouraged to resolve disruptive student behavior issues at the earliest Faculty Manual 213 2013-2014 Edition step possible. (For purposes of this policy, “faculty” are defined as “any instructional personnel employed by the college.”) Further detail is available in the Linfield College Course Catalog. The Linfield College Policy Handbook and Portland Student Handbook contain the Policy on Alcohol and Other Drug Use, Sexual Assault Policy and Procedures, and Harassment Policy and is available at: http://www.linfield.edu/assets/files/policy/linpolicy.pdf. The Student Weapons Policy is available at http://www.linfield.edu/assets/files/policy/student-weapon-pol.pdf. Incivility In Nursing Education Uncivil encounters involving students and faculty can have a negative effect on the educational community, adversely affecting students and faculty. Faculty can experience decreased work satisfaction and morale due to lowered self-esteem, loss of confidence in teaching abilities, emotional stress, and significant time expenditure on meetings and documentation. Students may experience depression, physical symptoms of stress, and powerlessness. This can lead to disengagement, diminished trust in leadership, and decreased learning (Luparell, 2007; Luparell, 2008). When faculty members are the target of student incivility, the precipitating event is often related to student performance. It is important that faculty provide students with constructive feedback to optimize students’ learning outcomes. However, unexpected uncivil encounters may still occur. Students may be the target of incivility from faculty members and fellow students. Clinical agency staff might also direct uncivil behavior toward students at an assigned clinical site (Luparell, 2004; Luparell, 2011). Examples of uncivil student behaviors include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Cheating on examinations or assignments Using cell phones during class or clinical meetings Holding conversations in class or clinical that distract faculty, clinical agency staff or fellow students Making sarcastic remarks or gestures Sleeping in class or clinical Using a computer during class or clinical for purposes not related to the class or clinical Demanding make-up examinations, extensions or other favors Making disapproving groans Dominating class discussions Refusing to answer direct questions Not paying attention in class or clinical Arriving late or leaving early for class or clinical without reasonable cause or instructor notification Acting bored or apathetic Cutting class or clinical without reasonable cause or instructor notification Being unprepared for class or clinical Yelling at instructor or clinical agency staff Faculty Manual 214 2013-2014 Edition 17. 18. 19. 20. 21. 22. 23. 24. Nonverbal gesturing communicating hostility or aggression Arguing belligerently regarding grading or teaching methods Angry, aggressive confrontation using verbal, nonverbal or written means Pushing or throwing items at a faculty member, clinical agency staff or fellow student Vandalizing another student’s personal belongings Threatening or harassing faculty, clinical agency staff or other students Challenging faculty or clinical agency staff knowledge or credibility Intimidating or pressuring faculty to change a decision by involving or threatening to involve a spouse, parent, administrator, or lawyer (Clark and Springer, 2007.) According to The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008, page 9), “The professional nurse requires the development and demonstration of an appropriate set of values and ethical framework for practice.” Incivility is a violation of the ANA Code of Ethics for Nurses that stresses the importance of nurses, in all professional relationships, respecting the dignity and worth of people. Therefore, it is important for faculty and students to engage in civil behavior and to respond appropriately to uncivil behavior personally experienced or observed. If a faculty member or student has been the victim of uncivil behavior, it is important not to escalate the problem. The perpetrator should be approached to discuss the situation at a private meeting and attempt to clarify any misunderstanding. It is important to remain calm and discuss the situation in a rational, professional manner. Faculty should assist students, who have engaged in uncivil behavior, to communicate more appropriately and deal more effectively with conflict (Luparell, 2008). If uncivil behavior continues after an intervention, the appropriate School of Nursing/ College reporting procedure should be followed. References Clark, C, and Springer, P. (2007). Incivility in nursing education: A descriptive study of definitions and prevalence. Journal of Nursing Education, 46 (1), 7-14. Luparell, S. (2004). Faculty encounters with uncivil nursing students: An overview. Journal of Professional Nursing, 20 (1), 59-67. Luparell, S. (2008). Incivility in nursing education: Let’s put an end to it. NSNA Imprint, 42-46. Luparell, S. (2011). Incivility in nursing: The connection between academia and clinical settings. Critical Care Nurse, 31 (2), 92-95. Luparell, S. (2007). The effects of student incivility on nursing faculty. Journal of Nursing Education, 46 (1), 15-19. Faculty Manual 215 2013-2014 Edition Accommodating Students With Disabilities AACN Guidelines for Accommodating Students with Disabilities in Schools of Nursing The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are federal statutes that guarantee protections to individuals with disabilities. Section 504 of the Rehabilitation Act provides protection to individuals with disabilities in eight areas of service provided by colleges and universities that receive federal financial assistance: employment, admission and recruitment, student programs, academics, housing, financial assistance, nonacademic services, and health and social services. The Americans with Disabilities Act ensures that many of the requirements set forth in Section 504 of the Rehabilitation Act and its implementing regulations are required in both public and private sectors. The general purposes of the Americans with Disabilities Act are to eliminate discriminatory practices against disabled individuals and to provide clear standards that are enforceable against such discriminatory processes. The Americans with Disabilities Act of 1990, coupled with Section 504 of the Rehabilitation Act of 1973 and the Civil Rights Regulation Act of 1987, provide legal resources for disabled individuals to seek amends for inequities in employment, transportation and other aspects of everyday life. Case law and judicial rulings center on the main premise that "public entities are prohibited from denying a qualified individual with a disability the opportunity to participate in or benefit from any service, or to limit a qualified individual with a disability in the enjoyment of any right or privilege" (NCSBN, 1999, p. 101). (See, Appendix R-1 for a complete version of these guidelines.) Linfield-Good Samaritan School of Nursing Policies Concerning Students with Disabilities An Essential Functions Document describing activities prospective students must be able to perform and/or develop, in order to succeed in Linfield-Good Samaritan School of Nursing is available in the Linfield-Good Samaritan School of Nursing Student Manual. Student polices concerning promotion and retention, as well as, the appeal process are available in the Linfield-Good Samaritan School of Nursing Student Manual. These policies do not differ for students with disabilities. Linfield College Policies Concerning Students with Disabilities The Linfield College Policy Statement and Guidelines Regarding Services for Students with Disabilities is available in the Linfield College Policy Handbook at: http://www.linfield.edu/ assets/files/policy/linpolicy.pdf. The following procedure for requesting accommodation is included in nursing course syllabi: “Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact the Director of Learning Support Services, within the first two weeks of the semester to request accommodations. Learning Support Services is located in Faculty Manual 216 2013-2014 Edition Loveridge Hall, 24, (503-413-8219). We also recommend students communicate with their faculty about their accommodations and any special needs an instructor should be aware of.” Testing Accommodations For Students In Special Circumstances Faculty or students may initiate an application for testing accommodation with the Director of Learning Support Services (see Appendix S-1 for the Application for Learning Support Services Courtesy Testing Accommodations). This accommodation is made for special circumstances (e.g., rescheduling an exam due to illness; a personal crisis such as a death in the family); and must be approved both by faculty and the Director of Learning Support Services. Faculty Member/Student Ratio Policy Approved: 05/01/06; Last Revised: 07/10/13 Classroom The faculty member/student ratio in classrooms is approximately 1:24 to 1:40. The faculty member/student ratio for online courses in the RN-BSN program is approximately 1:24. These ratios are appropriate for effectiveness of teaching in achieving course outcomes. Each semester has an assigned Semester Coordinator who ensures integration of theory and experiential learning. Course Leads in the RN-BSN program coordinate the content of an assigned theory course with faculty teaching different sections of the course. Clinical Integrated experiential learning courses have an assigned Integrated Experiential Learning Coordinator. Factors considered in determining the faculty member/student clinical ratio are: Course outcomes to be achieved Preparation and expertise of faculty members Use of clinical teaching associates (preceptors) Level of students Number, type and condition of clients Number, type and location of practice sites Adequacy of the ratio for nurse faculty to assess students’ capability to function safely within the practice situation, select and guide student experience, and evaluate student performance. Faculty Manual 217 2013-2014 Edition The faculty member/student clinical ratio for generic students is a maximum of 1:8 in all required nursing courses. Faculty may not be assigned to teach more than eight generic students having experience in one or more practice sites at any given time. The faculty member/student clinical ratio for RN-BSN students is approximately 1:24 in NURS 475 Integrated Experiential Learning IV, which uses a preceptorship model of clinical instruction. Use of clinical teaching associates (preceptors) does not influence faculty member/student clinical ratios for generic BSN students. The clinical teaching associate (preceptor)/student clinical ratio is usually 1:1 but occasionally 1:2. The faculty member/student clinical ratio is effective in achieving course, level and program outcomes; maintaining client and student safety; enhancing instructional delivery; and evaluating student clinical performance. High Fidelity Simulation Clinical Hours Policy Approved: 11/05/10 High fidelity simulation is a concentrated learning experience that increases in complexity, skill and expectations as students progress through the curriculum. As a consequence, every one hour of high fidelity simulation (including pre- and post-briefing) is equal to three hours of clinical. Policy For Preparation In Online Teaching Effective: Fall 2012; Approved: 01/16/12 Full-time nursing faculty teaching in the RN-BSN program and the Associate Dean of Nursing for Faculty and Program Development must complete a certificate program in online education or a comparable university course approved by the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development. Prior to teaching their first online nursing course in the RN-BSN program, Nurse Educator Associates (Adjunct Faculty) are required to participate in an RN-BSN Distance Education Program online orientation. Full-time nursing faculty, administrators and Nurse Educator Associates (Adjunct Faculty) teaching online nursing courses must either have had experience teaching online courses or receive mentoring from another full-time nursing faculty member or administrator with such experience. The Associate Dean of Nursing for Faculty and Program Development will monitor the work of Nurse Educator Associates (Adjunct Faculty) teaching their first online course in the RN-BSN program. The process for evaluating theory and clinical instruction is the same for the BSN generic program and the RN-BSN distance education program. Evaluation data is used for constructing professional development plans to improve online teaching effectiveness and in making rehire decisions. Faculty Manual 218 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Online Course Expectations Approved: 05/19/11; Revised: 01/16/12 Students are expected to read the course syllabus, assignment expectations, course calendar, announcements, and all other course materials at the beginning of the course and periodically, throughout the term. Every member of the online learning community will have different views, opinions, and experiences that come up from the topics that are discussed. It is expected that the learning experience will be enhanced if students and faculty respond to each other respectfully, politely, and with professionalism at all times. The online course room is a safe, confidential learning environment, where clinical situations and scenarios are discussed for the purposes of collaborative learning. Students are expected to log-in to the course a minimum of 3-4 times per week* to check for announcements, e-mails, new discussion responses, and returned assignments. *On-campus and hybrid courses may have different expectations for log-in requirements than courses that are conducted completely online, please check the course syllabus for expectations. In addition to course room e-mail, it is expected that students check their Linfield e-mail site on a regular basis. General program announcements, Linfield College announcements, as well as specific, critical information from faculty and staff may be communicated in this way. Faculty members do their best to respond to e-mails and questions within 24-48 hours. It is important to check with each instructor to understand their preferences for communication and their timeline for responses. Students may notice similarities in the way that online education is delivered across the curriculum; however, it is important to know that faculty instructors will have a variety of teaching styles and preferences. Each course is designed with its own set of course outcomes or goals for learning. The teaching and learning strategies that are utilized to meet these outcomes will vary from course to course. Examples include: collaborative discussions, group projects, individual research and writing assignments, online quizzes, case studies, web-based learning, community activities, service learning, clinical preceptor activities, and more. The knowledge and skills that students can expect to gain in one course will provide a foundation for subsequent courses. The learning that occurs across the curriculum builds from simple to more complex. There are a variety of resources available in the course room to support student learning, such as library class pages, librarian contact and support information, writing tips and resources for formatting using the Publication Manual of the American Psychological Association (APA), web links, blackboard support, NW eTutoring Consortium of Colleges that provides academic tutors in a wide-range of subjects including writing, and Linfield College Learning Support Services for assignment assistance. In online courses, student identification is confirmed through their CatNet ID and secured password. Plagiarism can be checked using the Website: http://www.turnitin.com/. Faculty Manual 219 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Best Practices For Educators Teaching In Fully Online Courses Approved 04/01/13 Prior to the First Day of Class: Review the course syllabus, outcomes, content, calendar, and assessments Review the class roster and work with the Course Faculty to get oriented to the course Creating a Positive Online Learning Community: Palloff and Pratt (2007) suggest the essential elements of successful distance learning include honesty, respect, responsiveness, relevance, openness, and empowerment. Post a personal/professional faculty biography in the Information link Create an introductory forum to break the ice and have everyone introduce themselves Create a discussion forum designated for student questions/faculty responses Create a chat forum where students can discuss things other than the course, socialize, and develop a supportive community Post a welcome announcement that conveys support and excitement about their participation in the course. A welcome should include: Some general feedback and support for student experiences in online learning and for their progress in the curriculum Specific instructions for how to get started in class Instructions for where to locate resources and support Contact information for faculty and your routine for responding to questions, course messages, and e-mails (explain the differences and your preferences) Expectations for communication or netiquette Invite early participation, interaction, and questions at the start of class Facilitation of Learning and Course Interaction: Continual faculty engagement in the online classroom creates conditions for a maximally beneficial learning experience for students (Dereshiwsky, 2013). Login to class at least 5 x week (respond to email, messages, questions in the discussion within 24-48 hours) Read all posts and moderate discussions. Suggestions for moderating discussions include: Look for openings – ask follow-up questions, ask for more information; Be neutral and nonjudgmental – avoid negative feedback in the discussion; Help build confidence in the discussion by creating a secure environment; Hold high expectations for students and encourage everyone’s participation; Help with frustration and intervene with support (Draves, 2007). Faculty Manual 220 2013-2014 Edition Actively engage in content discussion regularly to facilitate collaboration, advance dialogue, encourage deep reflection, and challenge students to think critically. Make connections between course material and practice examples Focus on important concepts and course ideas; ask relevant questions Model thoughtful, well-written/constructed responses; utilize literature Present new information from emerging ideas and examples Rather than dominating a discussion, facilitation should reflect a presence in the discussion Consider multiple opportunities for interaction in the student-centered, collaborative classroom: Student-Instructor Interaction (e-mail, discussion, question forum, feedback, journaling, etc.), Student-Student Interaction (group work, chats, discussion, introduction, etc.), and StudentContent Interaction (discussion, written assignments, research, active learning activities, etc.). Assessment, Grading, and Giving Feedback On-going commitment to course outcomes, consistency across curriculum Utilize grading rubrics for discussions and assignments Provide meaningful, substantive feedback when grading discussions and assignments Expectation for returning graded work to students (one week) Constructive instructor feedback that is delivered in a positive, encouraging manner is essential for students’ cognitive growth (Kimball & Jazzar, 2011). Discussion Focus on content, quality, and timely collaboration/engagement in the group process More feedback individually when there is reduced faculty presence in discussion Ensure discussions are supported by literature, practice examples, and experience Expectations are higher as course progresses Assignments Include rubric with feedback (track changes or format that supports learning) Feedback should be meaningful, substantive, reflective of understanding of content APA format, writing skills (edit minimally, feedback should support growth) Kimball and Jazzar (2011) recommend a sandwich approach to assignment grading which encourages learners while providing an honest, open, and direct critique. Feedback includes a positive comment about something the student did well and demonstrates genuine respect for the student (top slice), a critical perspective/analysis that is served constructively and aligned with the rubric related to content and writing style (middle slice), and a final expression of positive, sincere support (bottom slice) (Kimball & Jazzar, 2011). The final slice invites the student to Faculty Manual 221 2013-2014 Edition rethink the assignment and apply the learning to the next assignment/course. The goal of this approach is to motivate the student to continue on their path of learning. References Dereshiwsky, M. (2013). Continual engagement: Fostering online discussions. River Falls, Wisconsin: LERN Books. Draves, W. (2007). Advanced teaching online (3rd ed.). River Falls, Wisconsin: LERN Books. Kimball, D., & Jazzar, M. (2007). To increase learner achievement serve feedback sandwiches. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/teaching-andlearning/to-increase-learner-achievement-serve-feedback-sandwiches/ Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. Faculty Manual 222 2013-2014 Edition Nursing Clinical Course Syllabus Format Approved: 09/09/02; Last Revised: 06/13 Linfield College Linfield-Good Samaritan School of Nursing Semester Year (i.e. Fall 2013) Course Title: NURS XXX Title of Course Credits: X credit hours Faculty: List all faculty in this section. Include the Integrated Experiential Learning Coordinator, Semester Coordinator, and Clinical Faculty. Name & credentials Title Office location, phone number Office hours Email address Course Description: Official course description from the Linfield College Course Catalog. Clinical Hours: Note the breakdown of clinical hours (e.g., direct clinical experience, indirect clinical experience, low-mid fidelity simulation, high fidelity simulation, praxis, examinations) Course Outcomes: List the course outcomes Pedagogical Approach: Level and kind of student participation, teaching methods Required Texts: List the required textbooks and other supporting materials (which may include supplies). Grading Criteria: This grading formula phrase must be used: “In order to pass NURS XXX, all course outcomes must be met as evaluated by…” Faculty Manual 223 2013-2014 Edition Grading Scale A = 93-100 A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82 C+ = 77-79 C = 73-76 Unacceptable Grades: C= 70-72 D+ = 67-69 D = 60-66 F = 0-59 (Note: Linfield College does not accept grades of A+, D-, F+, or F-) Linfield College Mission Statement Linfield College advances a vision of learning, life, and community that: promotes intellectual challenge and creativity, values both theoretical and practical knowledge engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience. Linfield-Good Samaritan School of Nursing Vision and Mission Vision: Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission: The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. Policies Disability Statement: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Faculty Manual 224 2013-2014 Edition Loveridge Hall, Room 24, and (503-413-8219). We also encourage students to communicate with faculty about their accommodations. Flu Policy: Regarding possible outbreaks of flu, the CDC has specifically recommended: “Those with flulike illness should stay away from classes and limit interactions with other people (called “selfisolation”), except to seek medical care, for at least 24 hours after they no longer have a fever, or signs of a fever, without the use of fever-reducing medicines. Some people with influenza will not have fever; therefore, absence of fever does not mean absence of infection. They should stay away from others during this time period even if they are taking antiviral drugs for treatment of the flu.” If you should need to stay home to care for yourself or a loved one, contact your faculty as soon as possible. You can stay current with assignments and requirements via email or the internet. Academic Integrity: I adhere to the college policy on academic integrity, as published in the Linfield College Course Catalog. Please refer to that document if you are unclear regarding the expectations. Optional: You may include the entire academic integrity policy: All students must adhere to the college policy on academic integrity, as published in the Linfield College Course Catalog and included in its entirety here. Linfield College operates under the assumption that all students are honest and ethical in the way they conduct their personal and scholastic lives. Academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise. Anything less is unacceptable and is considered a violation of academic integrity. Furthermore, a breach of academic integrity will have concrete consequences that may include failing a particular course or even dismissal from the college. Violations of academic integrity include but are not limited to the following: Cheating: This includes using or attempting to use unauthorized materials, information, or study aids in any academic work submitted for credit. Plagiarism: Submission of academic work for credit that includes material copied or paraphrased from published or unpublished works without documentation. Fabrication: Deliberate falsification or invention of any information or citation in academic work. Facilitating academic dishonesty: Knowingly helping or attempting to help another to violate the College’s policy on academic dishonesty. Faculty recognizes their responsibility to help students understand academic integrity and how to conduct themselves with integrity in the classroom. To this end, faculty shall include a clear academic integrity policy within their syllabus. Faculty Manual 225 2013-2014 Edition In dealing with breaches of academic integrity, the instructor shall have discretion as to what penalty to impose regarding the course grade. Within ten days of the discovery of an offense, the instructor must submit in writing a description of the offense to both the student and the Assistant Dean of Students/Director of Student Life. This description should include the course consequences for violations of academic integrity and the penalty given in the specific case. In addition, it is recommended that faculty issue an academic alert for any violation of the academic integrity policy. The Assistant Dean of Students/Director of Student Life will maintain a confidential list of students who are reported for violations of academic integrity in order to track repeat offenses. The Assistant Dean of Students/Director of Student Life will have discretion to refer a first time offender to the College Conduct Board; however, any subsequent violations by the same student will automatically be referred to the Conduct Board. This decision on referral will be communicated in writing to the student and the instructor(s) who has (have) a legitimate educational interest. The Conduct Board may impose college-level penalties upon the offending student. Fundamental fairness shall be in force for all academic integrity proceedings, as outlined in the Policies and Procedures of the College Conduct Board (see the current Student Handbook). HESI Exams: (to be included in all required nursing course syllabi in the BSN generic program) Nursing faculty have selected the Health Educations Systems, Inc. (HESI) exams to assess student learning and preparedness for the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Students will take computerized HESI tests each semester, including a comprehensive HESI exit exam and the HESI CAT in the last semester. It is the responsibility of students who do not achieve HESI benchmarks to actively develop and implement improvement plans in collaboration with faculty and academic advisors. Course Policies: Late assignments Format of assigned papers (use current APA Publication Manual) Other Optional statement related to use of technology: “Using technology to copy exams, email exam answers, share/receive any answers with peers. Any use of technology to submit work that is not the student’s original work (without appropriate citation) will be considered a violation of academic integrity.” Course Schedule: Often formatted as a grid, should include topics and time spent on each topic, reading assignments, exam dates, etc. Description of Assignments: Use the following template for each assignment, including blackboard discussions, that counts for part of the course grade. Faculty Manual 226 2013-2014 Edition Title of Assignment Purpose: (state in one or two sentences) Course Outcomes: (write out course outcomes that the assignment addresses) Description: (use as much detail as needed) Evaluation Criteria: (rubric, point system, or etc.) Clinical Simulation Testing: In courses that test clinical skills using simulation, include a document indicating what determines a passing grade. Clinical Evaluation Forms: The Faculty Evaluation of Student Clinical Performance in Courses and the Student SelfEvaluation of Clinical Performance in Courses should be included in the syllabus. The template for these forms is in the Faculty Manual, Appendix J. Faculty Manual 227 2013-2014 Edition Nursing Theory Course Syllabus Format Approved: 09/09/02; Last Revised: 06/13 Linfield College Linfield-Good Samaritan School of Nursing Semester Year (i.e. Fall 2013) Course Title: NURS XXX Title of Course Credits: X credit hours LC Designation: (if applicable) Faculty: List all faculty in this section. Include: Name & credentials Title Office location, phone number Office hours Email address Course Description: Official course description from the Linfield College Course Catalog. Course Outcomes: List the course outcomes If the course has an Linfield Curriculum (LC) designation (at this time only NURS 320 in the required nursing curriculum), the learning outcomes for that LC should be placed in this section. Pedagogical Approach: Level and kind of student participation, teaching methods Required Texts: List the required textbooks and other supporting materials (which may include supplies). Grading Criteria: This grading formula phrase must be used: “In order to pass NURS XXX, all course outcomes must be met as evaluated by…” Faculty Manual 228 2013-2014 Edition Grading Scale A = 93-100 A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82 C+ = 77-79 C = 73-76 Unacceptable Grades: C= 70-72 D+ = 67-69 D = 60-66 F = 0-59 (Note: Linfield College does not accept grades of A+, D-, F+, or F-) Linfield College Mission Statement Linfield College advances a vision of learning, life, and community that: promotes intellectual challenge and creativity, values both theoretical and practical knowledge engages thoughtful dialogue in a climate of mutual respect, honors the rich texture of diverse cultures and varied ways of understanding, piques curiosity for a lifetime of inquiry, and inspires the courage to live by moral and spiritual principle and to defend freedom of conscience. Linfield-Good Samaritan School of Nursing Vision and Mission Vision: Linfield-Good Samaritan School of Nursing educates professional nurses for health stewardship of the complex global society. Mission: The mission of Linfield-Good Samaritan School of Nursing is to create an inclusive community of learning grounded in the liberal arts values of social justice and life-long learning. The program prepares caring nurses who are committed to the profession and responsive to the needs of the global community in an ever-changing healthcare environment. Evidence based practice and research guide student learning within a culture that promotes professional excellence and scholarship. School of Nursing Theoretical Model for Community–Based Nursing Education: (NURS 305 and NURS 309 required; optional for all others) (expand to the size you would like) Faculty Manual 229 2013-2014 Edition Policies Disability Statement: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Loveridge Hall, Room 24, (503-413-8219). We also encourage students to communicate with faculty about their accommodations. Flu Policy: Regarding possible outbreaks of flu, the CDC has specifically recommended: “Those with flulike illness should stay away from classes and limit interactions with other people (called “selfisolation”), except to seek medical care, for at least 24 hours after they no longer have a fever, or signs of a fever, without the use of fever-reducing medicines. Some people with influenza will not have fever; therefore, absence of fever does not mean absence of infection. They should stay away from others during this time period even if they are taking antiviral drugs for treatment of the flu.” If you should need to stay home to care for yourself or a loved one, contact your faculty as soon as possible. You can stay current with assignments and requirements via email or the internet. Academic Integrity: I adhere to the college policy on academic integrity, as published in the Linfield College Course Catalog. Please refer to that document if you are unclear regarding the expectations. Optional: You may include the entire academic integrity policy: All students must adhere to the college policy on academic integrity, as published in the Linfield College Course Catalog and included in its entirety here. Faculty Manual 230 2013-2014 Edition Linfield College operates under the assumption that all students are honest and ethical in the way they conduct their personal and scholastic lives. Academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise. Anything less is unacceptable and is considered a violation of academic integrity. Furthermore, a breach of academic integrity will have concrete consequences that may include failing a particular course or even dismissal from the college. Violations of academic integrity include but are not limited to the following: Cheating: This includes using or attempting to use unauthorized materials, information, or study aids in any academic work submitted for credit. Plagiarism: Submission of academic work for credit that includes material copied or paraphrased from published or unpublished works without documentation. Fabrication: Deliberate falsification or invention of any information or citation in academic work. Facilitating academic dishonesty: Knowingly helping or attempting to help another to violate the College’s policy on academic dishonesty. Faculty recognizes their responsibility to help students understand academic integrity and how to conduct themselves with integrity in the classroom. To this end, faculty shall include a clear academic integrity policy within their syllabus. In dealing with breaches of academic integrity, the instructor shall have discretion as to what penalty to impose regarding the course grade. Within ten days of the discovery of an offense, the instructor must submit in writing a description of the offense to both the student and the Assistant Dean of Students/Director of Student Life. This description should include the course consequences for violations of academic integrity and the penalty given in the specific case. In addition, it is recommended that faculty issue an academic alert for any violation of the academic integrity policy. The Assistant Dean of Students/Director of Student Life will maintain a confidential list of students who are reported for violations of academic integrity in order to track repeat offenses. The Assistant Dean of Students/Director of Student Life will have discretion to refer a first time offender to the College Conduct Board; however, any subsequent violations by the same student will automatically be referred to the Conduct Board. This decision on referral will be communicated in writing to the student and the instructor(s) who has (have) a legitimate educational interest. The Conduct Board may impose college-level penalties upon the offending student. Fundamental fairness shall be in force for all academic integrity proceedings, as outlined in the Policies and Procedures of the College Conduct Board (see the current Student Handbook). HESI Exams: (to be included in all required nursing course syllabi in the generic BSN program) Nursing faculty have selected the Health Educations Systems, Inc. (HESI) exams to assess student learning and preparedness for the National Council Licensure Examination-Registered Nurse (NCLEX-RN). Students will take computerized HESI tests each semester, including a Faculty Manual 231 2013-2014 Edition comprehensive HESI exit exam and the HESI CAT in the last semester. It is the responsibility of students who do not achieve HESI benchmarks to actively develop and implement improvement plans in collaboration with faculty and academic advisors. Course Policies: Late assignments Format of assigned papers (use current APA Publication Manual) Other Optional statement related to use of technology: “Using technology to copy exams, email exam answers, share/receive any answers with peers. Any use of technology to submit work that is not the student’s original work (without appropriate citation) will be considered a violation of academic integrity.” Linfield Curriculum Assessment Statement: If the course has an LC designation, include the following: “If you want to earn a _____ (note LC designation) for this course, you must complete the electronic submission of exemplar work and supporting descriptions by the last day of finals week, as discussed in the Linfield College Course Catalog.” Course Schedule: Often formatted as a grid, should include topics and time spent on each topic, reading assignments, exam dates, etc. Description of Assignments: Use the following template for each assignment, including blackboard discussions, that counts for part of the course grade. Title of Assignment Purpose: (state in one or two sentences) Course Outcomes: (write out course outcomes that the assignment addresses) Description: (use as much detail as needed) Evaluation Criteria: (rubric, point system, or etc.) Faculty Manual 232 2013-2014 Edition Linfield Curriculum (LC) Assessment And Syllabi Nursing courses carrying a Linfield Curriculum (LC) designation must contain the appropriate learning outcomes for that designation (see, Appendix O-6), and indicate how students will meet those learning outcomes in the course. Using the service of TaskStream, students are expected to submit electronic exemplars of their work demonstrating that they have met the relevant Linfield Curriculum (LC) outcomes in the course for which they wish to earn Linfield Curriculum credit. Rubrics for evaluating student’s exemplar submissions for Linfield Curriculum (LC) assessment in the Natural World, Quantitative Reasoning, Vital Past and U.S. Pluralism areas are in Appendices O-9, O-11, O-14, and O-18. The rubrics need not be used in a course with these Linfield Curriculum designations, but are useful in understanding how student’s submissions will be evaluated. Integrative Learning Assessment An integrative learning essay assignment is included in NURS 470 Leading and Managing in Nursing (generic BSN program) and NURS 475 Integrated Experiential Learning IV (RN-BSN program). The integrative essay will articulate the impact of learning in two or more Linfield Curriculum (LCs) areas on nursing learning outcomes. The Linfield Curriculum includes the areas of creative studies; global pluralism; individuals, systems, and societies; natural world; quantitative reasoning; ultimate questions; U. S. pluralism; and vital past. In a pilot program, a random sample of the integrative learning essays from different majors will be reviewed annually by the College Curriculum Committee as an assessment of integration of student learning outcomes. Format Of Assigned Papers (APA Publication Manual) Students should be informed in the nursing course syllabi that assignment papers are to be written using the format described in the most current edition of the Publication Manual of the American Psychological Association (APA Publication Manual). Standardized Medication Administration Profile Approved: Spring 2007 Clinical nursing courses must use the standardized medication administration profile (MAP) form and directions that can be modified as needed. See, Appendix P-1 for the Medication Administration Profile directions and form. Pain Management Content In Curriculum Pain management content in the nursing curriculum is included in NURS 305, 335, 355, 365, and 425 for a total of 10 hours. Specific content and class hours devoted to pain management is noted in course syllabi and summarized in the Linfield-Good Samaritan School of Nursing Student Manual, Appendix G-1. Faculty Manual 233 2013-2014 Edition Grading Policy For All Required Nursing Courses In The Curriculum (Approved 09/17/12) Theory Theory courses are graded using the scale that follows. To pass the courses, the student must meet all course outcomes as evaluated by examinations and other methods of assessing learning and achieve an overall course grade of at least 73 C. Multiple choice examinations will comprise a minimum of 50% of the course grade for the following courses: NURS 305: Foundations of Community-based Nursing Practice NURS 355: Nursing Care of Children, Adults, and Older Adults with Chronic Conditions NURS 455: Nursing Care of Children, Adults, and Older Adults with Acute Conditions To pass the above three courses, a minimum average of 73 C must be earned on examinations. The students must also achieve an overall course grade of at least 73 C. Grading Scale A 93-100 Unacceptable Grades A90-92 C70-72 (not passing) B+ 87-89 D+ 67-69 (not passing) B 83-86 D 60-66 (not passing) B80-82 F 0-59 (not passing) 77-79 C+ C 73-76 (Note: The College does not accept grades of A+, D-, F+, or F-.) Clinical (Integrated Experiential Learning Courses) A student who demonstrates unsafe clinical practice, unethical behavior, unprofessional behavior, or illegal behavior in the clinical setting will be removed from the clinical experience and not passed in the Integrated Experiential Learning course. Integrated Experiential Learning courses are graded using the above scale. To pass these courses, the student must meet all course outcomes as evaluated by the student clinical performance evaluation tool and other assignments (e.g., written assignments, group projects, examinations, etc.). The clinical component (i.e., direct care or other learning activities occurring at clinical agencies) is graded pass/no pass. Written clinical assignments may be given points that contribute to the overall course grade. The student must pass the clinical component and achieve at least a 73 C average on graded assignments to pass the course. Faculty Manual 234 2013-2014 Edition Copyright Permission Faculty must obtain copyright permission for articles used in reading packets and/or lab manuals. If copyright permission is not obtained, such articles may be placed on reserve in the library but not be included in packets/manuals. Further information on reserving and copyright from the Linfield College Library website is at: http://www.linfield.edu/linfield-libraries/copyright-policy.html#reserves. Linfield College’s document concerning compliance with the Higher Education Opportunity Act dealing with illegal uploading and downloading of copyrighted works through peer-to-peer file sharing is available at: http://www.linfield.edu/it/heoa-compliance.html. Incomplete Grade In Nursing Courses An incomplete grade in a nursing course is given at the discretion of the instructor when the quality of work is satisfactory, but the course requirements have not been completed for reasons of health or other circumstances beyond the student’s control as determined by the instructor. Each incomplete grade requires a contract to be filed by the instructor with the Office of Enrollment Services. (See, the Linfield College Course Catalog for details.) Students receiving an incomplete grade in prerequisite nursing courses must complete all required coursework according to the following schedule. Nursing faculty must submit a change of grade to the Office of Enrollment Services by the date noted in this schedule. Semester/Term Incomplete Grade Given in a Prerequisite Nursing Course Latest Date Incomplete Prerequisite Nursing Course Must be Completed Latest Date Nursing Faculty Must Submit Change of Grade Summer Prior to Fall Semester classes beginning Prior to Fall Semester classes beginning Fall Two weeks prior to the beginning of Spring Semester One week prior to the beginning of Spring Semester Spring If student is registered for required nursing course(s) in Summer Term: Prior to Summer Term beginning If student is registered for required nursing course(s) in Summer Term: Prior to Summer Term beginning If student is not registered for required nursing course(s) in Summer Term: Two weeks prior to the beginning of Fall Semester If student is not registered for required nursing course(s) in Summer Term: One week prior to the beginning of Fall Semester Faculty Manual 235 2013-2014 Edition If a satisfactory passing grade is not submitted to the Office of Enrollment Services by the deadlines noted above, the student will be administratively withdrawn from nursing courses requiring the prerequisite course(s). In nursing courses that are not prerequisite courses, the College policy concerning incompletes is followed. The student may continue work on incompletes in these courses during the succeeding semester. (See, Appendix T-1 for Incomplete Grade Contract.) Student Handbook And Manual/Student Policies And Procedures Links: Linfield College 2013-2014 Portland Student Handbook The Handbook is also available in the office of the Assistant Dean of Students/Director of Student Life (Loveridge Hall 1st Floor). 2013-2014 Linfield-Good Samaritan School of Nursing Student Manual Submitting Agenda Items For School Of Nursing Faculty Assembly Meetings Agenda items should be submitted to the Administrative Assistant to the School of Nursing by noon on the Wednesday prior to the School of Nursing Faculty Assembly meeting. Agenda items for email discussion/vote can be submitted to the Dean of Nursing at any time. Agenda items should include: • • • • What committee/group is making the recommendation A written motion including time of implementation Rationale for the motion Any other supporting documentation Faculty Manual 236 2013-2014 Edition Format For School Of Nursing Minutes The minutes of School of Nursing Faculty Assembly and committee/group meetings are to use the following format. Present: Names Linfield-Good Samaritan School of Nursing Title of Meeting Date of Meeting Topic Description Action Meeting Adjourned: Time Minute Recorder: Name Next Meeting: Date, Time, Place Documentation Protocol For Quality Improvement Committee Summary Reports In School Of Nursing Faculty Assembly Minutes Quality Improvement Committee summary data set reports are to be documented in the minutes of School of Nursing Faculty Assembly minutes as follows: Report key aspects of discussion, especially discussion about recommendations. Report any motions as a result of the report or recommendations. Report Quality Improvement Committee recommendations regarding the evaluation methods used. Note discussion and motions regarding the analysis and evaluation of methods. Attach to minutes excerpts of analysis of instruments. Guidelines For Submitting Information For The Annual Report The Dean of Nursing submits an annual report to College administration at the close of each academic year, summarizing committee activities and noting goals for the next academic year. Committee chairpersons submit information for the annual report: Faculty Manual 237 2013-2014 Edition Admissions, Progressions, Honors, and Graduation Committee Curriculum Committee Faculty Development Committee Quality Improvement Committee Content to be included in these reports is as follows: Membership in the committee Number of meetings held during the academic year Achievements during the academic year Issues Goals for the future The reports are approximately two pages in length and due to Dean of Nursing by mid-June. Desk Copies Of Textbooks Approved: 04/30/12 The Integrated Experiential Learning Coordinator works with publishers to obtain desk copies of books for their Nurse Educator Associates (Adjunct Faculty). Once the books arrive, the Integrated Experiential Learning Coordinator delivers the books to the library. The books will not appear in the library catalog, nor will they be stored in the general library stacks. Books will only be circulated to authorized Nurse Educator Associates (Adjunct Faculty) for a single semester. At the end of the semester, books will be due back in the library. If books are not returned in the allotted time, courtesy overdue notices will be sent. If necessary, the Integrated Experiential Learning Coordinator will be responsible for contacting the Nurse Educator Associate (Adjunct Faculty) and retrieving the book(s). Integrated Experiential Learning Coordinators pick up the books from the library at the end of the semester or alert the library that the books will be used in a subsequent semester. Procedure For Requesting Media/Software Previews And/Or Purchases Nursing faculty requests for media/software purchases are to be directed to the Portland Campus Librarian. When preview materials arrive they will be delivered to the requestor. The Portland Campus Librarian will return the materials after they are previewed. Programs purchased will be catalogued by the Portland Campus Librarian and housed in the Portland Campus Library. They can be checked out by faculty on long-term loan for classroom use or made available in the Portland Campus Library. Scheduling Classrooms And Conference Rooms The Associate Dean of Nursing for Instructional Programs collaborates with the faculty and the Director of Enrollment Services in scheduling nursing courses. The Director of Enrollment Services assigns classrooms for regularly scheduled classes. Faculty Manual 238 2013-2014 Edition Faculty email requests to the PDX Resource Coordinator ([email protected]) to schedule additional rooms. In the email note: the meeting name, associated course name/section, contact name, number of attendees, room preference, meeting date(s), start time, end time, and special request/instructions/resources required (including IT/Technical help). Note: If you require room(s) at Legacy Good Samaritan Medical Center, please contact the PDX Resource Coordinator for assistance. Online Outlook training is available at: (http://office.microsoft.com/en-us/outook-help/gettingstarted-with-outlook-2010-HA010370219.aspx) or contact via email PDXHelpDesk to request alternate training opportunities. Weekly room schedules are posted in both Peterson Hall and Loveridge Hall. Communication Process For Experiential Learning Center Set-Ups The communication process for Experiential Learning Center set-ups is outlined in Appendix U-1. Procedure For Reserving The Experiential Learning Center Rooms, Equipment, And Supplies Nursing faculty requesting to reserve Experiential Learning Center rooms, equipment and/or supplies must submit a request form (see, Appendix U-3) two weeks before the date(s) needed to the Experiential Learning Center Director. Faculty Orientation To The Experiential Learning Center Faculty orientation to the Experiential Learning Center is outlined in Appendix U-4. Linfield-Good Samaritan School Of Nursing Experiential Learning Center Standards For The Learning Community Approved: 03/07/11 The Experiential Learning Center is considered a formal clinical site and expectations for behavior, dress, and grooming are the same as for outside clinical facilities. This ensures a positive learning experience for all students. Compliance with these or any request of faculty or Experiential Learning Center lab staff is included in the course evaluation. Exemplary performance may lead to mentoring opportunities and letters of reference for employment. General: 1. Latex: students are responsible to notify faculty and Experiential Learning Center lab staff of latex allergies. Faculty Manual 239 2013-2014 Edition 2. 3. 4. 5. 6. 7. 8. 9. 10. Personal Appearance: scrubs are required for scheduled lab times. Scrubs are also required for open lab. ID badges are always required. Grooming is in accordance with Linfield clinical standards. Refer to the Personal Appearance Policy in the School of Nursing Student Manual for further details. Deposit gum in the trash upon entering the lab. Food is to be consumed outside of the lab environment. The only drinks allowed are water in closed, water-tight containers; no Starbucks cups, etc. Water bottles are to remain at the bleacher area in the main nursing lab or the debriefing room in the High Fidelity Simulation lab, not to be taken to the bedside. Active learning is encouraged; however, please maintain quiet clinical or library voices. Respect all staff, faculty, mentors, students, equipment, and supplies. Refer to the Statement on Student Behavior in the School of Nursing Student Manual. Clean up the work areas before leaving the bedside or the lab; be sure all sharps are deposited in sharps containers; replace all furniture to the proper locations; straighten the bedding to leave it “hotel ready.” Take personal belongings when leaving; lab staff is not responsible for any item left in the lab. Clients: 1. 2. 3. 4. 5. 6. 7. 8. Each manikin is a simulated client and is to be treated exactly as a client at all times. Speak respectfully to the client; introduce yourself and explain your purpose. Maintain dignity and modesty; close curtains, keep the client covered as much as possible while performing procedures. Lower the bed when procedures are completed and before leaving the bedside. Raise the side rails and assure the brakes are on. Straighten the bedding in a manner that clearly indicates the client has received excellent nursing care. Do not move the clients; ask a staff member if a client requires a transfer. Do not use Betadine on the clients as they are all allergic to it. Supplies and Equipment: 1. 2. 3. 4. Use the materials in your lab kits first; please reuse them for practice. If additional materials are needed, please ask Experiential Learning Center lab staff. The storage areas are for authorized personnel, i.e. lab staff and faculty, only. If equipment is needed outside of lab, please use the check-out system; do not remove anything from the lab without checking with Experiential Learning Center lab staff first. Return the items promptly for others to have access to them. Please notify Experiential Learning Center lab staff immediately if equipment malfunctions. Faculty Manual 240 2013-2014 Edition Clinical Nursing Skills Performance Evaluation Policy Statement Revised: 07/19/11 Outcome: Generic BSN Nursing Students Only Students demonstrate minimally safe performance of selected nursing skills at key points in the curriculum. Evaluation Procedure: Clinical Nursing Skills Performance Evaluation occurs at designated points in the curriculum. The purpose of Clinical Nursing Skills Performance Evaluation is to demonstrate integration and application of course skills. The evaluation also includes scenario-based clinical judgment questions that address theory underlying the skill. Students are provided with guidelines based on best practices for skill performance. Subsequent courses build on guidelines used in earlier courses. Practice times are scheduled for students prior to Clinical Nursing Skills Performance Evaluation. Faculty, staff, and/or student mentors are available for assistance during scheduled practice times. The time allotted for performing skills is designated based on the difficulty/complexity of the skills being evaluated. Evaluation time is included in the hours allocated for the course. When possible, Clinical Nursing Skills Performance Evaluation is done by faculty who are not the student’s current clinical or lab faculty. Grading Criteria/Evaluation : Students must demonstrate the best practice principles of that skill at a level determined to be minimally safe per evaluation guidelines. To pass Clinical Nursing Skills Performance Evaluation, all assigned skills must be completed successfully If the faculty evaluator determines a student has not met the criteria for passing the evaluation, she/he will review the data with the Integrated Experiential Learning Coordinator to make the final decision. Students will have the opportunity to repeat a Clinical Nursing Skills Performance Evaluation after attending a review and practice session. Students not successful on a second Clinical Nursing Skills Performance Evaluation attempt are at risk for course failure and will be considered on an individual case basis. Successful completion of Clinical Nursing Skills Performance Evaluation may be required before progressing to the clinical component of courses. Faculty Manual 241 2013-2014 Edition Faculty Role During Clinical Nursing Skills Performance Evaluation: Faculty will be oriented to Clinical Nursing Skills Performance Evaluation for each course using this evaluation. Faculty may use cues and prompts to help students to focus or get started on a skill, or to identify missed parts of the procedure. Faculty help to create reality by acting as the voice of the patient and by providing responses and assessment data. They also serve in the role of the second nurse when the scenario calls for one (e.g. help position or provide ventilation during a suctioning procedure). The Integrated Experiential Learning Coordinator should do a limited amount of evaluation, to be available to monitor the process and consult with faculty evaluators as questions and concerns arise. Clinical Agency Contact Person Model For Clinical Placement Pending Approval When a clinical instructor is assigned to multiple clinical sites in a course that does not use a preceptorship model of clinical instruction, the instructor must visit each clinical site at least weekly to confer with students and maintain regular contact with the clinical agency contact person. The instructor is available by cell phone at all times that the students are at their clinical sites. Should a student or the clinical agency contact person phone the instructor about a situation requiring the instructor’s immediate presence, the instructor will promptly go to the clinical site. The clinical agency contact person or designee will orient students to their assigned clinical site. The clinical instructor is responsible for student supervision and evaluation. Required Documents For Full-Time Nursing Faculty, Clinical Associates, And Nurse Educator Associates (Adjunct Faculty) Prior to working at Linfield-Good Samaritan School of Nursing; full-time nursing faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct Faculty) are required to have a current license as a registered nurse in Oregon, and submit other required documentation for the Faculty Health Passport (see, Appendix V). Nurse Educator Associates (Theory Adjunct Faculty) are required to have a current license as a registered nurse in Oregon but do not need to complete the Faculty Health Passport requirement. All full-time nursing faculty and Clinical Associates must submit documentation indicating compliance with Health Passport requirements by August 29. Noncompliance on the part of fulltime nursing faculty, Clinical Associates or Nurse Educator Associates (Clinical Adjunct Faculty) will be reported to the Dean of Nursing. All clinical instructors must be compliant with Health Passport and additional clinical agency requirements prior to the clinical start date. Faculty Manual 242 2013-2014 Edition The Dean of Nursing meets with any faculty member or student that has a criminal conviction identified in the criminal background check. The action taken is documented in the LinfieldGood Samaritan School of Nursing Criminal Background Check Review form (see, Appendix V). Accident Reporting Procedure On Campus While Engaging In College Activity Or Clinical Last Reviewed: 05/17/12 The following procedure is to be instituted for accidents involving a student or faculty member injured on campus or while engaging in any college sponsored activity (e.g., field trip, January Term Travel Course), a College Work Study/Campus Employment Student injured while engaged in college activity or student or faculty member injured during Clinicals. After making an assessment and calling 911 if necessary, report the injury immediately to your supervisor, no matter how minor. The instructor must fill out the Linfield College Incident Investigation and Analysis Report form (see, Appendix W-4). The form is also available on Blackboard under “Incident Reporting” in the Nursing Faculty and Nursing Adjunct sections. Submit the Linfield College Incident Investigation and Analysis Report form to the Administrative Assistant for the Director of Portland Campus Operations (PH 304). The accident reporting procedure is outline in Appendix W-1. Procedure for Reporting Incidents that Occur During Nursing Clinical When a Student or Faculty Injury Occurs If the accident involves a clinical situation, the instructor must fill out the clinical agency’s incident report and two other incident report forms--a Linfield College Incident Investigation and Analysis Report form and a Linfield-Good Samaritan School of Nursing Clinical Incident Report form (see, Appendix W-6). These forms are also available electronically on Blackboard under “Incident Reporting” in the Nursing Faculty and Nursing Adjunct sections. The Linfield College Investigation and Analysis Report form is to be submitted within 24 hours to the Administrative Assistant for the Director of Portland Campus Operations (PH 304). The Linfield-Good Samaritan School of Nursing Clinical Incident Report form is to be submitted within 24 hours to the Dean of Nursing or designee. If the injury will require an overnight stay in the hospital, you must notify the Director of Portland Campus Operations at 503-413-7189 (PH 302); and the Dean of Nursing at 503-4138080 (PH 301). If the accident is fatal, immediately notify the Director of Portland Campus Operations at 503413-7189 (PH 302); and the Dean of Nursing at 503-413-8080 (PH 301). Procedure for Reporting Incidents that Occur During Nursing Clinical When No Student or Faculty Injury Results Complete the clinical agency's incident report as well as a Linfield-Good Samaritan School of Nursing Clinical Incident Report form, following the above directions. Faculty Manual 243 2013-2014 Edition Blood/Body Fluid Exposure Incident Procedure Exposure to blood borne pathogens: Linfield-Good Samaritan School of Nursing is required to provide assurances that our students and faculty have a level of protection and education similar to health care agencies. Each year we offer blood borne pathogen-training for students and faculty who are at risk of exposure in clinical settings. Yearly blood borne training is mandatory. Listed below are guidelines to follow if a needle stick or other exposure to Blood borne pathogens occurs: Student or faculty responsibility if exposed: Immediately wash or rinse affected area thoroughly. Students notify their instructor; students or faculty must notify the unit charge person. Follow the procedure of the clinical agency in which the incident occurred. Ask the clinical agency/site to provide an assessment of the exposure source to determine the HIV, HBC, HCV, or other blood borne pathogen status. Seek immediate medical evaluation if a blood/body fluid exposure has occurred. Students or faculty must be evaluated for preventative therapy within one hour of blood/body fluid exposure. Follow-up care is the student's or faculty member’s responsibility. The student or faculty member will also follow the Linfield-Good Samaritan School of Nursing procedure that includes: Complete an immediate report of the incident using the Linfield College Incident Investigation and Analysis Report form, (in PH 301), Linfield-Good Samaritan School of Nursing Clinical Incident Report form, and Linfield-Good Samaritan School of Nursing Blood borne Pathogen Exposure form (see, Appendix W-4, W-6, and W-7). These forms are also available electronically on Blackboard under “Incident Reporting” in the Nursing Faculty and Nursing Adjunct sections. Follow-up care may be arranged through the student's or faculty member’s own private physician. Any costs of evaluation and follow-up shall be the responsibility of the exposed student. On November 6, 2000 the Needle stick Safety and Prevention Act was signed that required OSHA to revise the Blood borne Pathogen Standard. This standard recognizes the fact that injuries from contaminated needles and other sharps are associated with an increased risk of disease from more than twenty infectious agents, and by implementing needleless systems and sharps with engineered sharps injury protection, these injuries can be prevented and perhaps eliminated. Occupational Safety and Health Administration. Federal Register, Occupational Exposure to Blood borne Pathogens; Needle stick and Other Sharps Injuries; Final Rule 66:55317-5325 (01/18/01). This amended Blood Borne Pathogens Standard requires the consideration and use, whenever possible, of safety-engineered sharp devices and needleless systems. Faculty Manual 244 2013-2014 Edition Workers Compensation Claim Employees covered by Workers Compensation insurance, who are injured (requiring a doctor or hospital visit), must fill out the Report of Job Injury or Illness form 801 and fax it to the Human Resources Office (Fax: 503-883-2644) within 5 business days of the incident. Their doctor completes the Linfield College Work Tolerance Report form and employees return it to their supervisor (see, Appendix W-8 and W-10). These forms are available in the office of the Administrative Assistant for the Director of Portland Campus Operations (PH 302). Infection Prevention Policy Faculty and students who have the flu or other communicable diseases are to stay home and not attend class or clinical until it has been 24 hours since their last elevated temperature. That means the fever went down naturally, not because of fever reducing medication. Faculty and students with influenza, who do not have a fever, should also stay home until asymptomatic even if taking antiviral drugs for treatment of the flu (Linfield College’s policy concerning social distancing and related infection prevention measures is available at: http://www.linfield.edu/ assets/files/policy/social-dist-policy.pdf.) Linfield College’s policy concerning mandatory employee and special absence management policy is available at: http://www.linfield.edu/assets/files/policy/special-absencepolicy percentage20.pdf. See the Position Statement on AIDS/HIV, HV and HCV Infection and Nursing Students and the Occupational Safety and Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan in Appendix V-19 and V-21. Hand Hygiene Policy Faculty and students are required to use appropriate hand hygiene when in clinical agencies before touching a patient/client, before clean/aseptic procedures, after body fluid exposure risk, after touching a patient/client, and after touching a patient’s/client’s surroundings (see, the World Health Organization’s 5 Moments for Hand Hygiene model following this text.) Faculty Manual 245 2013-2014 Edition Faculty Manual 246 2013-2014 Edition Automatic External Defibrillator (AED) The Automatic External Defibrillator (AED) owner’s manual is in a small white binder located on the shelves in Peterson Hall (PH 301). The key to the AED cabinet is located in the PH 301 lockbox (see, No. 75). The College Public Safety Officer also has a key and is responsible for periodic testing and/or item replacement to ensure that the AED unit is operational. EVOLVE (HESI) Standardized Exam Remediation Plan Approved: 03/16/09; Last Revised: 01/03/12 Generic BSN Nursing Students Only Policy 1. 2. 3. 4. All students will complete HESI specialty or customized exams in NURS 305, 395, and 435; and the HESI exit exam and HESI CAT in NURS 475. The exam scores are included as part of the overall course grades. Academic advisors will have access to scores on the specialty or customized exams and exit exam for advisees on the Evolve Faculty website. It is the responsibility of academic advisors to encourage students to follow up on selfremediation activities on the Evolve website and if deemed necessary, direct students to the Director of Learning Support Services, and/or to other campus resources as appropriate. Academic advisors are encouraged to develop a comprehensive academic support plan for students who are struggling or who are at high risk. The academic support plan should consist of appropriate resource persons, including the Integrated Experiential Learning Coordinator, Director of Learning Support Services, and/or Director of Inclusion and Access. Preparation For The NCLEX-RN Licensure Examination Approved: 03/16/09; Last Revised: 07/09/12 Generic BSN Students Only All generic nursing students are required to take a standardized comprehensive exit examination in NURS 475 Integrated Experiential Learning IV (HESI exit examination and CAT). The HESI Exit examination comprises 20% of the course grade and the CAT comprises 5% of the course grade. Several resources and support services are available to assist students in preparing for this exam. The Director of Learning Support Services offers individual coaching to develop strategies that improve test-taking abilities. Resources related to test anxiety include on-campus and off-campus psychological counseling. Strategies to improve testing skills are also integrated into the curriculum. Standardized specialty or customized HESI examinations are incorporated in NURS 305 Foundations of Community-Based Nursing Practice (5 percent of grade), NURS 395 Mental Health and Illness Across the Lifespan (10 percent of grade), and NURS 435 Integrated Experiential Learning III (20 percent of grade). Students who do not meet the benchmark score on any of the standardized Faculty Manual 247 2013-2014 Edition course exams or exit exam are encouraged to follow up on self-remediation activities on the Evolve Website and use other campus resources as appropriate. Online case studies that utilize NCLEX style questions are also included as course assignments throughout the nursing program. Faculty Manual 248 2013-2014 Edition Process For Student Inclusion In NCLEX-RN Preparation Plan Faculty Manual 249 2013-2014 Edition NCLEX-RN Examination Application Process Generic Nursing Students Only The procedure listed below is intended to clarify the NCLEX-RN Examination Application process for students, faculty, and staff. 1. In their final semester students learn about the process for applying to take the NCLEXRN examination with the Oregon State Board of Nursing (OSBN) via an e-mail sent out by the Administrative Assistant to the School of Nursing. The same information contained in the email is also on the “NCLEX Testing & Licensure” link on the Linfield College, Portland Campus Registration & Records Website. 2. The Associate Director of Registration and Records sends Oregon State Board of Nursing a Preliminary List 3-6 weeks after the start of the semester. This list is of students who are planning to graduate in the current semester. Oregon State Board of Nursing uses this list to start files on NCLEX-RN testing candidates. 3. The Oregon State Board of Nursing application packet outlines the requirements students must meet before taking the NCLEX-RN examination. Students download the packet at: http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf. Items to be sent by Linfield College a. Transcripts (requested using the Licensure Transcript Request Form provided by Oregon State Board of Nursing) b. Examination Picture Identification Form (sent once the Dean of Nursing’s signature is obtained) Items to be sent by the Student c. Completed fingerprint packet (for information check here: http://www.oregon.gov/OSBN/pdfs/form/rn-lpnexamapp.pdf.) d. Completed Licensure by Examination Application e. Non-refundable fingerprint-based criminal background check processing fee (if applicable) and Licensure by Examination application fee (may be written as one check to OSBN). 4. After students complete their Examination Picture Identification forms, they should deliver them to the Administrative Assistant for the School of Nursing (PH 314) to have the Dean of Nursing sign and verify. 5. At the same time students are completing the OSBN application, they should register with Pearson VUE (testing agency): http://www.pearsonvue.com/nclex/. 6. The Administrative Assistant to the School of Nursing assists the graduating cohort, if requested, to schedule a date for a fingerprinting agency to come to campus to offer services to students. This date will be communicated to the students by those in the cohort making the arrangements. Faculty Manual 250 2013-2014 Edition 7. After the Associate Director of Registration and Records has confirmed degree completion he/she notifies Oregon State Board of Nursing using the Candidate List. 8. Transcripts will be delivered by Linfield College to Oregon State Board of Nursing within three business days of graduation. 9. At the time the transcripts are delivered, if OSBN has received the completed the Examination Picture Identification form, Licensure Examination Application and the Fingerprinting packet for the student, then OSBN will notify Pearson VUE that a student is cleared to test. 10. The student will receive an Authorization to Test (ATT) from Pearson VUE. Students will then be able to schedule an appointment to test by visiting www.pearsonvue.com/nclex. 11. Testing accommodation can be requested by students with a disability, if they verify accommodations were provided by Linfield-Good Samaritan School of Nursing and verify testing, diagnosis and need for accommodations by an appropriate licensed healthcare provider. Information is available here: http://www.oregon.gov/osbn/pdfs/policies/nclex_accomm.pdf Note: These directions pertain to Oregon State Board of Nursing only. If a student will be taking their NCLEX-RN examination in another state, they must check with that state board about their requirements. Nursing Student Application For CNA Certification 1. 2. 3. 4. 5. Nursing students are eligible for CNA-1 certification by the Oregon State Board of Nursing after successful completion of all courses in Semesters 1 and 2 in the curriculum. In accordance with FERPA regulations, student completion of required courses cannot be verified to Oregon State Board of Nursing without a signed release from the student. Students desiring CNA-1 certification must complete the application process as outlined on the Oregon State Board of Nursing website. Students submit the student nurse application with the completed fingerprinting documents, the fees, and a copy of their official transcript. In accordance with the nurse practice act (Division 62) and as an enrollee of an approved nursing education program, verification of the required coursework for certification may be obtained by requesting an official transcript from the Director of Enrollment Services’ office. Inclement Weather Policy: Closure Or Late Opening The decision regarding inclement weather closures (including late starts or campus closures) for the Portland Campus will be made by the College President, in consultation with the Dean of Nursing and/or the Director of Portland Campus Operations. All classes and clinical Faculty Manual 251 2013-2014 Edition assignments are cancelled when Linfield College Portland Campus is closed. If a class or clinical assignment is cancelled due to the College President’s decision regarding inclement weather or other emergency, the instructor will be responsible to make arrangements for makeup classes/clinical activities. Closure announcements and updates are communicated by the College via the personal contact points the faculty member authorized in the Emergency Notification System via WebAdvisor (in addition to the faculty member’s Linfield email and office telephone number), as well as to local television and radio stations, and a recorded message on the CATS-line. To hear a recorded message during such closures, the faculty member may call 503-883-CATS (2287). It is the responsibility of each faculty member to tune into a local television or radio station, monitor his/her personal contact points authorized in the Emergency Notification System and/or listen to the recorded message on the CATS-line (503-883-2287) to receive closure or opening information. Note: Because conditions may vary considerably within the region, each faculty member must assess his or her unique situation, and determine travel safety from the faculty member’s location to campus or clinical site. Faculty members should consider using public transportation during inclement weather conditions and remain in communication with their students, the Dean of Nursing and/or Supervisor as appropriate. Public Transportation Resources include TriMet (www.trimet.org) and Portland Streetcar (www.portlandstreetcar.org). For assistance or emergency, contact Legacy Security at 503-4137911. Disaster Plan In case of a disaster, Linfield College-Portland Campus follows Legacy Portland Hospital’s Disaster Plan. Classes will be canceled. People that can aid in relief work and/or nursing care will be identified; a list of such people will be hand carried to the Legacy Human Resources Department. Peterson Hall and Loveridge Hall will be evacuated. If there is no structural damage to Peterson Hall, the auditorium (PH 110) will be used as a gathering place for the newspaper, radio and TV media. Faculty and students will be given the choice of leaving campus or staying to offer assistance. It is advisable that faculty, staff and students have an identified source outside Oregon where family members can call and exchange information. WebAdvisor (Academic Alerts, Posting Grades, Class Offerings And Rosters, Advising) The Web Advisor is an advising tool that can be used to access class rosters, advisee rosters, student academic evaluations, clearing students for registration, course offerings, and posting grades. The Academic Alert system is available in an online format through WebAdvisor, and is secured in compliance with FERPA. Paper Academic Alerts may be used if desired. The student, Faculty Manual 252 2013-2014 Edition academic advisor, and Director of Learning Support Services receive a copy of the academic alert. (See, Appendix L (X-66) of the Linfield College Faculty Handbook for more details.) Academic Advisement The Assistant Director of Registration and Records, in collaboration with the Dean of Nursing, assigns faculty as academic advisors for generic BSN nursing students. Students may submit a request for change of advisor to the Assistant Director of Registration and Records. Academic advising in the RN-BSN program is the responsibility of the nursing faculty advisor and a designated Division of Continuing Education academic advisor. The students are assigned a nursing faculty advisor upon admission to the RN-BSN program. Further information concerning academic advisement is in Appendix A-1-i. Honorarium For Presenting A Nursing Department Professional Development Seminar Local speakers and nursing faculty who present a professional development seminar to the nursing department will be offered an honorarium of $50 per hour for a presentation. Policy On Honoraria For Nurse Educator Associates (Adjunct Faculty) Grading Theory Essay Examinations Normally, faculty members teaching in a course are responsible for the grading of all assignments as part of their duties as a faculty member. There is one exception to this rule where a nursing master’s degree prepared Nurse Educator Associate (Adjunct Faculty) might be used to help with theory essay examination grading if: the theory class is 70 or more students (in one or several sections), there is only one instructor assigned to the theory portion of the course, and there are extensive essay examinations that are deemed the best testing methodology for the course. In a case like this, the faculty member needs to notify the Dean of Nursing during the budget requests in the Fall for the following academic year so that appropriate funding is allocated. In all cases, no more than 30 hours over the course of the semester will be paid to the Nurse Educator Associate (Adjunct Faculty). Confirmation of hours must be submitted to the Dean of Nursing at the completion of the job. The Nurse Educator Associate (Adjunct Faculty) will be paid at the appropriate terminal degree hourly rate. This policy for receiving payment for help in grading does not apply to the regular full-time faculty. Faculty Manual 253 2013-2014 Edition Policy On Compensating Faculty When Covering For Sickness, Death In The Family, Or Other Extreme Situations Full-time faculty and Nurse Educator Associates (clinical adjuncts) will be compensated (at the College’s expense) for extra clinical coverage that is necessitated by situations such as those listed below: A full-time faculty member or Nurse Educator Associate (clinical adjunct) is sick, and a Nurse Educator Associate (clinical adjunct) cannot be found to cover. The regular faculty member cannot make up the clinical at a later date. Trade-offs between faculty members are not possible. A death in the family or severe health condition causes a Nurse Educator Associate (clinical adjunct) or full-time faculty member to miss clinical. A full-time faculty member or Nurse Educator Associate (clinical adjunct) is needed to cover the clinical as a result. Reimbursement For Clinical Travel In the BSN generic program, full-time faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct Faculty), who teach clinical, are reimbursed for clinical travel from the Portland Campus or their homes (whichever is the shortest distance to the clinical site). The Expense Report form in Appendix X-1 must be submitted to the Dean of Nursing at the end of each month claimed. Reimbursement For Orientation To Clinical Sites In the BSN generic program, Nurse Educator Associates (Clinical Adjunct Faculty) teaching in NURS 335, 375 or 435 are reimbursed $100 for each orientation to clinical sites they have not been assigned in a previous semester/term. The Integrated Experiential Learning Coordinator submits the Adjunct Clinical Site Orientation Contract Request form available on Blackboard under the link “Clinical Site Info.” Malpractice Insurance Nursing faculty members are automatically covered by the college’s purchase of blanket malpractice insurance coverage only when supervising students in the clinical setting as a part of the nursing program. Faculty members do not pay for this coverage. Nursing faculty may elect to pay for their own malpractice insurance that provides coverage for faculty members when engaged in their own clinical practice. Faculty Manual 254 2013-2014 Edition College Liability Insurance College liability insurance covers faculty for events that occur in the normal course of their jobs. This coverage specifically excludes malpractice coverage. An example of coverage might be a student suing a faculty member and/or School of Nursing and/or College for some event (e.g. injury, poor advice) related to School/College activities. Program Grant Application And Reporting Policy Approved: 11/06/08; Revised: 06/22/10 Purpose To create a departmental depository for institutional grant applications and reports and to maintain institutional accountability for program grant activities. This policy applies primarily to external program grants awarded to the nursing department that have been approved through the Linfield College routing procedure. Grant Application 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. See, Appendix J (X-41) in the Linfield College Faculty Handbook for guidelines. If a faculty member identifies a project of interest, the request for the proposal and a very brief description of the project proposed should be forwarded to the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development. The Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development will consider the proposed project within the context of the college and School of Nursing strategic plans, other departmental programs and initiatives, and faculty and physical resource commitments. If there is agreement to move forward with the grant application, the Dean of Nursing or the Associate Dean of Nursing for Faculty and Program Development will notify the Director of Portland Campus Operations and the Vice President for Academic Affairs/Dean of Faculty of the proposed grant project. The Dean of Nursing or the Associate Dean of Nursing for Faculty and Program Development will also contact the Vice President for College Relations to make sure that the grant application would not compete with other college grant proposals or projects. The faculty member is strongly advised to work with the grant writer in the Office of College Relations for assistance with grant writing and submission. The standard Linfield College routing procedure will be completed for any external program grant application. Once the grant application is completed and submitted, a copy should be forwarded to the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development. Each member of the grant team is responsible for requesting appropriate workload for grant activities as indicated in the grant application. It is also requested that faculty members submit information about funded or unfunded research grants or internal research or program development awards to the Dean of Faculty Manual 255 2013-2014 Edition Nursing and the Associate Dean of Nursing for Faculty and Program Development for publicity and inclusion in department reports. A summary of School of Nursing faculty and program grants since 2008 is in Appendix B-1-i. Grant Reporting 1. 2. Project directors are responsible for timely grant evaluation and reporting. Copies of evaluation and grant reports should be forwarded to the Dean of Nursing, the Associate Dean of Nursing for Faculty and Program Development, and the college grant writer within 30 days of their completion and submission. Linfield College Portland Campus Guidelines For Posting Approved: 08/29/11 In the spirit of Linfield College’s mission as a private liberal arts college, priority is given to the promotion of on-campus organizations and events. Advertising and posting by commercial groups and other groups not affiliated with the college is limited to several locations on campus and must be approved by the Director of Portland Campus Operations and/or the Assistant Dean of Students/Director of Student Life prior to posting. To ensure that information is effectively transmitted, does not cause damage to surfaces and contributes to an appearance befitting an academic institution, the following standards apply to all postings (i.e., signs, fliers, posters, messages, etc.) on the Linfield College Portland Campus: Signage will be posted only on bulletin boards and attached with provided push pins. All printed materials must indicate the: Name of the sponsoring department or student organization Contact information Location, date and time of the event o Postings must be removed by the sponsoring organization within 24 hours following the event o No signage may be posted on doors, walls or windows – with the exception of notices dealing with college designated emergencies and pre-approved “day of” directional signage. o Temporary class announcements or ‘day of’ directional signage may be affixed to doors, using blue tape only (available through Campus Operations and/or Student Life) “Day of” signage must be: Pre-approved by Campus Operations and/or Student Life Related to the function of the program such as schedule, directions and/or registration Must be removed immediately after the event Faculty Manual 256 2013-2014 Edition Departments or student organizations may submit a request to Campus Operations and/or Student Life a minimum of two (2) weeks prior to an event seeking permission to post signage in the following ‘non-bulletin board’ locations: o Restrooms o Windows or brick wall in Peterson Hall o Glass entryway in Loveridge Hall Materials posted in these areas must be of professional quality Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Presentation materials and/or discussion aids utilized in the classrooms or conference rooms will adhere to the same standards as all other postings. o Post-it® self-stick easel pads may be obtained from Campus Operations or Student Life for use in classrooms or conference rooms o Materials will be hung using blue tape only (available through Campus Operations and/or Student Life) Approval to post, distribute or disseminate printed materials for on‐campus and off‐ campus individuals is granted through the Director of Portland Campus Operations and/or the Assistant Dean of Students/Director of Student Life. o Items that are not congruent with the college standards and/or stamped by Student Life or Campus Operations will be removed immediately o All members of the college community are expected to adhere to this policy and aid in the removal of expired and improperly posted items For further information, please contact the Director of Portland Campus Operations in Peterson Hall 302 or Assistant Dean of Students/Director of Student Life on the 1st floor of Loveridge Hall. Food And Beverages In Labs Food and beverages are prohibited in the computer labs located on the second floor of Loveridge Hall and PH 108, as well as, the Experiential Learning Center (nursing lab and high fidelity simulation lab). Water in closed, water-tight containers may be left in the bleacher area in the main nursing lab or in the debriefing room in the high fidelity simulation lab. Animal Policy Both Linfield College and Legacy Health prohibit animals inside Peterson and Loveridge Halls. The only notable exception is a service animal that is individually trained to perform tasks for people with disabilities in accordance with the Americans with Disabilities Act. Employees or students may contact the Senior Director of Human Resources and Administration if they believe a service animal is necessary to perform his/her job. Faculty Manual 257 2013-2014 Edition Classroom Configuration Classrooms are used for multiple purposes requiring different configurations of seating. To accommodate a variety of different classroom uses; faculty, administrators or students may rearrange the configuration of seating. However, after a class or activity, the seating should be returned to the original configuration. When rearranging the configuration of seating, safety considerations are to be followed such as not blocking the exits in case of an emergency. Care should be taken to avoid damaging furniture or walls when rearranging the seating configuration. Faculty, Administrator And Staff Parking Registration Approved: 08/29/11 All faculty, administrators and staff members must register their vehicle(s) with the Director of Portland Campus Operations. Faculty, administrators and staff members with a valid parking permit may utilize any of the following approved parking areas: Conway Parking Lots: Located at NW 20th Avenue & NW Raleigh Street and available 24-hours-a-day, 7 days-a-week in the designated rows marked by “Legacy Parking Only” signs. Please be aware that Conway Freight will tow vehicles that are not parked in the designated “Legacy Parking Only” areas. o The Legacy Good Samaritan parking shuttle makes a continuous 12minute loop between NW 20th Avenue/NW Raleigh Street and Linfield/Good Samaritan Hospital weekdays from 6:30am to 9:45am and again from 4:05pm to 7:45pm. For assistance or emergency, contact Legacy Security at 503-413-7911. Loveridge Hall Parking Lot: Reserved for faculty, administrators and staff weekdays from 7:00am until 5:00pm and as available throughout the weekend, with the exception of any reserved parking spaces or as otherwise posted. Note: Student parking is prohibited Monday thru Friday from 7:00am until 5:00pm. Curbside Parking: To comply with Legacy Health/Linfield College agreements with the neighborhood association, please park curbside directly adjacent to a Legacy owned property. By registering your vehicle(s) with the Director of Portland Campus Operations, you agree to comply with all Linfield College Parking Regulations, as well as abide by the current motor vehicle laws of the State of Oregon. Your signature is an agreement to take full responsibility for the proper operation and parking of your vehicle while on campus. Failure To Register: Current students, faculty, administrators and staff are required to register their vehicle(s), updating as needed due to vehicle sale or purchase. Faculty Manual 258 2013-2014 Edition Permit Required: Current parking permit is required to be displayed in the lower driver’s-side corner of the rear window at all times. Prohibited Time: Student parking in the Loveridge Hall parking lot is prohibited Monday thru Friday from 7:00am until 5:00pm. Fire Lane: Parking in the Fire Lane is prohibited at all times. Disabled Zone: Parking in designated accessible spaces without current and valid Americans with Disabilities Act permit is prohibited for any length of time. Reserved 2-Hour Parking Spaces: Student parking in ‘2-HR RESERVED’ spaces is prohibited at all times. Enforcement: Disregard of regulations render the owner and/or operator of a vehicle liable to fines and/or disciplinary actions, including citations and/or vehicle impoundment. Faculty Manual 259 2013-2014 Edition Chapter X: Faculty Workload Faculty Manual 260 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Faculty Workload Approved: 04/30/12 The following information delineates the teaching, service, and scholarship workload for the three classifications used in the College: tenure track/tenured faculty, visiting professor, and clinical associates. Tenure Track/Tenured Faculty According to the Linfield College policy, full-time tenure track/tenured faculty workload for ten months is 33 load units. Twenty-three load units are dedicated to teaching which represents 70 percent of the work responsibilities. The remaining ten load units or 30 percent of faculty work is allocated to service and scholarship. For those teaching during a calendar year (Fall, Spring, and Summer semesters), the 33 load units are multiplied by 1.2 percent to equal 39 load units. Twenty-eight load units are dedicated to teaching and eleven load units to professional achievement and service. Service includes, but is not limited to: membership on School of Nursing committees, College committees, ad hoc task forces, academic advising, and etc. Scholarship includes, but is not limited to: research, publications, grants, and other activities that promote professional development. Visiting Professors In the Linfield-Good Samaritan School of Nursing, the responsibilities of visiting professors include teaching and service. Scholarship is not included for those holding these positions. Workload for ten months is 33 load units. Twenty-six load units are dedicated to teaching which represents 80 percent of the work responsibilities. The remaining seven load units or 20 percent of faculty work is allocated to service. For those teaching during a calendar year (Fall, Spring, and Summer semesters) the 33 load units are multiplied by 1.2 percent to equal 39 load units. Thirty-one load units are dedicated to teaching and eight load units to service. Service includes, but is not limited to: membership on School of Nursing committees, ad hoc task forces, advising, and etc. Clinical Associates Clinical Associates are employed on a twelve month basis. They provide clinical instruction, assistance with theory instruction, and/or related non-teaching responsibilities assigned by the Dean of Nursing. Workload is calculated as 33 load units multiplied by 1.2 percent to equal 39 load units over three semesters (Fall, Spring, and Summer) and January term. Clinical Associates attend course, semester, and Nursing Faculty Assembly meetings. Thirty-six load units are usually allocated to teaching. Faculty Manual 261 2013-2014 Edition Criteria Load Unit Calculation Theory Class 1 credit = 1 load unit (1 credit = 1 classroom hour, 50 minutes over 14 weeks) Clinical Teaching (NURS 335, 375, and 435) 2x number of course credits = total load units Clinical Teaching with Preceptorship Model (NURS 475) 2+ number of course credits = total load units Integrated Experiential Learning Coordinator 4 load units per semester (total 12 load units / year) for Fall, Spring and Summer semesters, RN-BSN program 5 load units per semester (total 15 load units / year) for Fall, Spring, and Summer semesters, IEL 1, generic program 6 load units per semester for Fall and Spring semesters, 2 load units for Summer semester (total 14 load units / year), IEL 2, generic program 6 load units per semester (total 12 load units / year) for Fall and Spring semesters, IEL 3, generic program 6 load units per semester (total 18 load units / year) for Fall, Spring, and Summer semesters, IEL 4, generic program Semesters 1 and 2 Coordinators 2 load units per semester (total 4 load units / year) for Fall and Spring semesters Semesters 3 and 4 Coordinators 3 load units per semester (total 6 load units / year) for Fall and Spring semesters Large Theory Course (Greater than 40 Students) Prorated based on number of students. The load unit is determined by the Dean of Nursing/Associate Dean of Nursing for Instructional Programs Large Number of Students in NURS 470 (Designated Writing Intensive Course) Prorated based on number of students. The load unit is determined by the Dean of Nursing/Associate Dean of Nursing for Instructional Programs New Course or First Time Taught 1 load unit per semester Doctoral Study The load unit is determined by the Dean of Nursing/Associate Dean of Nursing for Instructional Programs Faculty Manual 262 2013-2014 Edition Criteria Load Unit Calculation Administrative Assignment The load unit is determined by the Dean of Nursing/Associate Dean of Nursing for Instructional Programs Chairperson of School of Nursing Curriculum Committee for Curriculum Coordination 2 load units per semester (total of 4 load units / year) for Fall and Spring semesters Chairperson of School of Nursing Quality Improvement Committee for Evaluation Data Analysis and Reports 2 load units per semester (total of 4 load units/year for Fall and Spring semesters) Special Assignment The load unit is determined by the Dean of Nursing/Associate Dean of Nursing for Instructional Programs Faculty Workload Calculations Theory Classes Theory classes are based on the usual Linfield College formula of one theory credit being equal to one classroom hour per week (50 minutes) over 14 weeks which is one load unit. Additional load unit credit is given for classes greater than 40 students. If classes are taught by more than one faculty member, the faculty members teaching the class divide the load unit credit. For example: if two faculty members divide the content 50 percent, each receives half of the course load unit credit as workload. Team-taught classes are those where both faculty members attend all class meetings, and each receives full credit for the entire course. Clinical Teaching Formula And Total Load Units Course Formula Total Load Units NURS 335 5 credits x 2 10 load units / clinical section NURS 375 6 credits x 2 12 load units / clinical section NURS 435 6 credits x 2 (Acute Adult Health) 4 credits x 2 (Maternal Child and Pediatric Health) 12 load units / clinical section 8 load units / clinical section NURS 475 8 credits +2 (preceptorship model) 10 load units / clinical section Faculty Manual 263 2013-2014 Edition Workload Timeline And Procedure Faculty complete the Workload Document: Proposed Teaching Assignments form in this chapter for the following academic year. The completed form is submitted by mid-October each year to the Associate Dean of Nursing for Instructional Programs. The Associate Dean of Nursing for Instructional Programs prepares faculty workload teaching assignments based on Linfield College guidelines and in compliance with accreditation standards. The Associate Dean of Nursing for Instructional Programs will negotiate with the faculty on needed adjustments until a final workload can be agreed upon, at which time the Associate Dean of Nursing for Instructional Programs submits faculty workloads to the Dean of Nursing for approval. The faculty member and the Dean of Nursing sign the workload form if approved by both of them. A copy of the finalized workload form is sent to the faculty member. The original faculty workload forms are retained in the Dean of Nursing’s office. Workload Overload According to Linfield College policy, faculty members are paid for overload teaching done in any semester/term. Faculty may not “bank” overload credit from one academic year to the next. In other words, if a faculty member teaches an overload and is not paid for the overload, he/she cannot receive a reduced course load the next year by that amount. Twelve Month Contract For Nursing Faculty Members Policy Approved: 04/05/04; Revised and Approved: 06/01/10; Last Revised: 06/13/12 Rationale To provide information to faculty members and guidance to administration in issuing twelve month contracts. The intent associated with the creation of a twelve month contract is to ensure adequate faculty staffing for Summer sessions. Policy A twelve month contract is considered 1.22 FTE (full-time equivalent). Base salary and retirement benefits are based on 1.22 times the individual’s base salary for a ten month contract. • • • • • • • Twelve month contracts will be a joint decision of faculty members and administration on a yearto-year basis; awarding of twelve month contracts is not automatic. The contract letter includes the following statement: “Your salary for the year will be a step __ of the _ scale or $_____. To this will be added a supplement for additional duties $__ for a total salary of $_____. The associated benefits will be approximately as follows:” Faculty members with twelve month contracts must teach required courses in Summer session. Faculty members with twelve month contracts are expected to do group advising of students on 2-3 occasions in the Summer but otherwise do not have an increased advising load. Committee workload remains unchanged from ten month 1.00 FTE contracts. Vacation and sick leave remain unchanged from ten month 1.00 FTE contracts. Sabbatical is based on a ten month 1.00 FTE contract. Faculty Manual 264 2013-2014 Edition Procedure • Request for twelve month contracts will be discussed with the Dean of Nursing. • The request will be factored into budget decisions at the Portland Campus level. Note: Faculty teaching in the RN-BSN distance education program have a twelve-month contract. Workload Document: Proposed Teaching Assignments Academic Year: Department: Nursing Instructor: Term Course Prefix & No. Course Credit Load Unit Course/Title Activity Comments SUMMER ______ NON-INSTRUCTIONAL FALL ______ NON-INSTRUCTIONAL JANUARY ______ NON-INSTRUCTIONAL SPRING ______ NON-INSTRUCTIONAL TOTAL ON LOAD JANUARY ______ NON-INSTRUCTIONAL SUMMER ______ NON-INSTRUCTIONAL TOTAL SALARY SUPPLEMENT Faculty: Date: Dean of Nursing: Date: Faculty Manual 265 2013-2014 Edition Full-Time Faculty Academic/Experiential Background and Teaching Responsibilities (2013-2014) Name Breen, Henny Butell, Sue Title Assistant Professor of Nursing (TenureTrack) Course Lead: NURS 315 Professional Communication in Diverse Communities and NURS 470 Leading and Managing in Nursing (RN-BSN Program) Professor of Nursing (Tenured) Education Credentials M.Ed. – Counseling Psychology; MSN – Nursing: Clinical Systems Management; PhD – Nursing Education Focus • PsychiatricMental Health • Management • Education Relevant Certifications • Certified Nurse Educator • Certified Online Instructor Practice Background and Years of Practice • PsychiatricMental Health • Leadership (29 years of clinical practice) Teaching Responsibility • Leading and Managing in Nursing* • Professional Communication* • Integrated Experiential Learning IV (Stewardship for Health Clinical)* (12-month contract: 1.22 FTE) MS – Mental Health Nursing • PsychiatricMental Health • Certificate in Substance Abuse • Certificate in Gerontology • PsychiatricMental Health • Community Health • Pediatrics • Hospice • Integrated Experiential Learning IV (Stewardship for Health Clinical) (Workload reduction: 0.80 FTE) (17 years of clinical practice) * Online Delivery of Instruction Faculty Manual 266 2013-2014 Edition Name Title Calixtro, Federico Assistant “Fred” Professor of Nursing (Tenured) Emch, Corrina Epeneter, Beverly Education Credentials Education Focus MSN – Nursing; • Acute Care Ed.S – Education • Education Specialist; • Leadership and (Enrolled in Management doctoral program) Clinical Associate (Assigned to High Fidelity Simulation Lab) MSN – Nursing Education Professor of Nursing (Tenured) MN – Medical Surgical Nursing – Ped/OB; EdD – Educational Leadership: Post-Secondary Education Interim Associate Dean of Nursing for Instructional Programs • Education Relevant Certifications • Certified Legal Nurse Practice Background and Years of Practice • CardioVascular • Intensive Care Teaching Responsibility Sabbatical Fall 2013 – Spring 2014 (0.00 FTE) (21 years of clinical practice) • MaternalChild (12 years of clinical practice) • • • • Maternal-Child Adult Health Leadership Education • MaternalChild • Leadership • Leading and Managing in Nursing (8 years of clinical practice) Semester 4 Coordinator * Online Delivery of Instruction Faculty Manual 267 2013-2014 Edition Name Greenlund, Kandys Education Title Credentials Visiting Assistant MSN – Nursing Professor of Education Nursing Education Focus • Intensive Care • Education Simulation Program Director Hammond, Katherine Visiting Assistant MN-Family Professor of Nurse Nursing Practioner; DNP-Nursing • Family Health Relevant Certifications • Certified Critical Adult Care Nurse • Certified PostAnesthesia Nurse • Board Certified Family Nurse Practioner • Certified Emergency Nurse Practice Background and Years of Practice • Surgical • Intensive Care • Emergency • Leadership Teaching Responsibility (33 years of clinical practice) • Pediatrics • Acute and Chronic Care • Emergency • (6 years of clinical practice) • Nursing Care of Children, Adults, and Older Adults with Acute Conditions Clinical Pathophysiology and Pharmacology for Nursing Practice (Workload reduction: 0.50 FTE) * Online Delivery of Instruction Faculty Manual 268 2013-2014 Edition Name Hodges, Nancy Title Clinical Associate Education Credentials MSN – Nursing Education Education Focus • Education Relevant Certifications Integrated Experiential Learning II Coordinator with Miriam Volpin (Spring 2014) Ingulli, Carmen Assistant Professor of Nursing (TenureTrack) Integrated Experiential Learning III Coordinator with Jan Selliken (Acute Adult Health, Fall 2013; and with Vivian Tong (Peds/OB, Spring 2014) Practice Background and Years of Practice • PsychiatricMental Health • Leadership (41 years of clinical practice) MSN – CommunityBased PopulationFocused Nurse Educator • Community Health • Certified Nurse Educator • Maternity • Neurology (8 years of clinical practice) Teaching Responsibility • Integrated Experiential Learning II (PsychiatricMental Health Clinical) • Integrated Experiential Learning IV (Stewardship for Health Clinical) • Professional Communication in Diverse Communities • Nursing Care of Children, Adults, and Older Adults with Acute Conditions • Integrated Experiential Learning III (Peds/OB Clinical) * Online Delivery of Instruction Faculty Manual 269 2013-2014 Edition Name Johansson, Noreen Jones, Melissa Juedes, Susan Education Credentials MSN – Psychiatric Mental Health Nursing; EdD – Education Psychology Assistant MN – Nursing Professor of Education, Nursing (Tenure- Community Track) Health Emphasis; Course Lead: PhD – Nursing NURS 309 Education Transition to Professional Nursing Practice and NURS 460 PopulationBased Nursing in a Multicultural and Global Society (RN-BSN program) Visiting Assistant MSN – Nursing Professor of Education; Nursing (Enrolled in doctoral program) Title Professor of Nursing (Tenured) Education Focus • PsychiatricMental Health • Education Relevant Certifications Practice Background and Years of Practice • PsychiatricMental Health (46 years of clinical practice) • Community Health • Education • Certified Hospice and Palliative Nurse • Certified Online Instructor • Community Health (21 years of clinical practice) Teaching Responsibility • Accreditation Facilitator • (Retire Spring 2014: 0.50 FTE) • Transition to Professional Nursing Practice* • Population-Based Nursing in a MultiCultural and Global Society* • Palliative Care Nursing* (12-month contract: 1.22 FTE) • Education • Pediatrics • Oncology (23 years of clinical practice) • Nursing Care of Children, Adults, and Older Adults with Acute Conditions • Integrated Experiential Learning III (Peds/OB Clinical) * Online Delivery of Instruction Faculty Manual 270 2013-2014 Edition Name Kinderman, Kathy Kintz, Kimberly Title Assistant Professor of Nursing (Tenured) Course Lead: NURS 320 Scholarship of Nursing (RN-BSN Program) Assistant Professor of Nursing (TenureTrack) Education Credentials MSN – Nursing, Communities, and Populations; PhD – Nursing Education Education Focus • Community Health • Education • Courses in Online Education Relevant Certifications • Web-Based Nurse Educator Practice Background and Years of Practice • Critical Care • Clinical Case Management for Home Care and Hospice (29 years of clinical practice) MS – Adult Nurse Practitioner; DNP – Correctional Health, Global Health • Adolescent and Adult Health • ANCC Certification for Nurse Practitioner Teaching Responsibility • Transition to Professional Nursing Practice* • Scholarship of Nursing* (one of two sections online) • NCLEX-RN Testing Skills • Adolescent and • Nursing Care of Adult Health Children, Adults, and Older Adults with (26 years of Chronic Conditions clinical practice) • Clinical Pathophysiology and Pharmacology for Nursing Practice • Population-Based Nursing in a Multicultural and Global Society • Orientation to International Study • Healthcare in Cameroon * Online Delivery of Instruction Faculty Manual 271 2013-2014 Edition Name Kozy, Mary (Mallie) Title Professor of Nursing (NonTenure Track) Dean of Nursing Langford, Cheryl Limandri, Barbara Education Credentials MSN – PsychiatricMental Health Nursing PhD – Nursing Education Focus • PsychiatricMental Health Associate Professor of Nursing (Tenured) MSN – High Risk Perinatal Nursing (Practice area: Teaching) • Maternal-Child • Education Professor of Nursing (Tenured) MSN – PsychiatricMental Health Nursing; PhD – PsychiatricMental Health Nursing • PsychiatricMental Health Relevant Certifications • ANCC Certification for Clinical Specialist in Adult Psychiatric Mental Health Nursing • AHA Basic Life Support Instructor • Board Certified Advanced Practice Nurse in Psychiatric Mental Health Nursing Practice Background and Years of Practice • PsychiatricMental Health • Leaderhip and Management (34 years of clinical practice) • Maternal-Child (9 years of clinical practice) • PsychiatricMental Health (28 years of clinical practice) Teaching Responsibility • • Population-Based Nursing in a Multicultural and Global Society • Integrated Experiential Learning IV (Stewardship for Health Clinical) • Mental Health and Illness Across the Lifespan • Brain, Mind, and Society • Integrated Experiential Learning II (PsychiatricMental Health Clinical) * Online Delivery of Instruction Faculty Manual 272 2013-2014 Edition Name Luce, Linda Maxwell, Karen Education Title Credentials Visiting Assistant MSN – Professor of Administration Nursing and Community Health Nursing Integrated Experiential Learning IV Coordinator (RN-BSN program) Assistant MS – Nursing Professor of Education; Post Nursing (Tenure- Masters Track) Certificate – Teaching Adult Learners; (Enrolled in EdD program – Educational Leadership: Post-Secondary Education) Education Focus • Community Health • Leadership and Management Relevant Certifications • Certified Online Instructor Practice Background and Years of Practice • Community Health • Leadership and Management (31 years of clinical practice) • Adult Health • Cardiology • Education • Certified Public Health Nurse (California) • Progressive Care Certified Nurse • Certified Advanced Cardiac Life Support • Intensive Care • Progressive Care • Disaster Relief • Case Management for Home Health (28 years of clinical practice) Teaching Responsibility • Population-Based Nursing in a Multicultural and Global Society* • Integrated Experiential Learning IV (Stewardship for Health Clinical)* • Nursing Care of Children, Adults & Older Adults with Acute Conditions • Clinical Pathophysiology and Pharmacology for Nursing Practice • Integrated Experiential Learning III (Acute Adult Health Clinical) * Online Delivery of Instruction Faculty Manual 273 2013-2014 Edition Name O’Brien, Jeannette Title Assistant Professor of Nursing (Tenured) Education Credentials MSN – Adult Health Nursing; PhD – Gerontological Nursing Education Focus • Adult Health • Gerontology Relevant Certifications Practice Background and Years of Practice • Gerontology • Leadership (35 years of clinical practice) Integrated Experiential Learning II Coordinator with Miriam Volpin(Fall 2013) Pierce, Christine Curriculum Coordinator Visiting Assistant MSN – Professor of Administration Nursing and Education; (Enrolled in Integrated doctoral Experiential program) Learning IV Coordinator (Summer 2014) and with Pam Wheeler (Fall 2013 and Spring 2014) • Leadership and Management • Education • Pediatrics • Leadership (39 years of clinical practice) Teaching Responsibility • Foundation of Community-Based Nursing Practice (Sabbatical Spring 2014: 0.50 FTE) • Transitions and Decisions: Pregnancy, Birth and End of Life • Integrated Experiential Learning III (Peds/OB Clinical) • Integrated Experiential Learning IV (Stewardship for Health Clinical) * Online Delivery of Instruction Faculty Manual 274 2013-2014 Edition Name Quint, Shelly Roberts, Carol Rodgers, Laura Education Title Credentials Visiting Assistant MSN – Nursing Professor of Administration Nursing Visiting Assistant MSN – Family Professor of Centered Child Nursing Nursing Integrated Experiential Learning I Coordinator Professor of Nursing (Tenured) MS – Aging Family; PhD – Aging Family, Gerontology; PMHNP – Psychiatric Mental Health Clinical Nurse Specialist Education Focus • Administration • Education Relevant Certifications • Family Centered Child Nursing • Education • High-Risk Obstetric Nursing Certification • Fetal Monitoring Certification • PsychiatricMental Health • Gerontology • Board Certified Advanced Practice Nurse in Psychiatric Mental Health Nursing Practice Background and Years of Practice • Pediatrics • Administration (19 years of clinical practice) • Maternal-Child • Leadership (31 years of clinical practice) • PsychiatricMental Health • Emergency (14 years of clinical practice) Teaching Responsibility • Integrated Experiential Learning I (Foundations of Community-Based Nursing Clinical) • Transitions and Decisions: Pregnancy, Birth, and End of Life • Leading and Managing in Nursing • Mental Health and Illness Across the Lifespan • Graduate Career Opportunities in Nursing • Integrated Experiential Learning II (PsychiatricMental Health Clinical) * Online Delivery of Instruction Faculty Manual 275 2013-2014 Edition Name Rosenburg, Neal Education Title Credentials Associate MS – Nursing Professor of Education; Nursing (Tenure- PhD – Nursing Track) Education Focus • Education Associate Dean of Nursing for Faculty and Program Development Rowe, Joanna Professor of MSN – Pediatric Nursing (Tenure- Nursing; Track) PhD – Human Communication Semester 1 Coordinator Relevant Certifications • Certified Online Instructor Practice Background and Years of Practice • Maternal-Child • Community Health: Infectious Diseases • Research (2 years of clinical practice) • Pediatrics • Human Communications • Pediatrics • Emergency • MedicalSurgical (23 years of clinical practice) Teaching Responsibility • Scholarship of Nursing • Orientation to International Study • Traditional and Nontraditional Healing Practices in Thailand • HIV Nursing: Caring and Concepts* • Health Disparities among Vulnerable Populations and Healthcare Practice* • Foundations of Community-Based Nursing Practice • Nursing Care of Children, Adults & Older Adults with Chronic Conditions • Integrated Experiential Learning I (Foundations of Community-Based Nursing Practice Clinical) * Online Delivery of Instruction Faculty Manual 276 2013-2014 Edition Name Selliken, Jan Title Associate Professor of Nursing (Tenured) Semester 3 Coordinator (Fall 2013) Schiebler, Mindy Integrated Experiential Learning III Coordinator with Carmen Ingulli (Peds/OB, Fall 2013) Clinical Associate Education Credentials BSN; ND – Doctor of Naturopathic Medicine (Exception from OSBN) Education Focus • Maternal-Child • Chronic Health • Oncology • Hospice • • • • MN-Advanced Population Health Nursing; Post Master’s Graduate Certificate in Nurse Education • Population Health • Education • • • • Relevant Certifications Oregon State Board of Naturopathic Physician Harvard University Palliative and Hospice Care Certification Comprehensive Certification in Medical Simulations ELNEC Death Education Certification Board Certified Medical-Surgical Nurse Trauma Nursing Certification Certified Advanced Cardiovascular Life Support Certified Pediatric Advanced Life Support Practice Background and Years of Practice • Maternal-Child • Hospice • Oncology (20 year of clinical practice) Teaching Responsibility • Transitions and Decisions: Pregnancy, Birth, and End of Life • Integrated Experiential Learning III (Peds/OB Clinical) (Sabbatical Spring 2014: 0.50 FTE) • MedicalSurgical • Corrections (3 years of clinical practice) • Professional Communication in Diverse Communities • Integrated Experiential Learning III (Acute Adult Health Clinical) * Online Delivery of Instruction Faculty Manual 277 2013-2014 Edition Name Taylor, Jana Tong, Vivian Title Professor of Nursing (Tenured) Professor of Nursing (Tenured) Semester 3 Coordinator (Spring 2014) Integrated Experiential Learning III Coordinator with Carmen Ingulli (Acute Adult Health, Spring 2014) Education Credentials MSN – Gerontological Nursing MN – Clinical Nurse Specialist, Cardiology; MPH – Health Administration Policy; PhD – Public Administration and Policy: Health Policy and Health Care Organizations Education Focus • Gerontology • Management • Adult Health • Cardiology • Health Administration and Policy Relevant Certifications • Certified Medical-Surgical Nurse • Certified Advanced Cardiac Life Support Practice Background and Years of Practice • Community Health • Geriatrics (23 years of clinical practice) • MedicalSurgical • Intensive Care • Coronary Care (9 years of clinical practice) Teaching Responsibility • Leading and Managing in Nursing • Integrated Experiential Learning IV (Stewardship for Health Clinical) • Nursing Care of Children, Adults, and Older Adults with Acute Conditions • Clinical Pathophysiology and Pharmacology for Nursing Practice • Orientation to International Study • Traditional and Nontraditional Healing Practices in Thailand (Sabbatical Fall 2013: 0.50 FTE) * Online Delivery of Instruction Faculty Manual 278 2013-2014 Edition Name Volpin, Miriam Webb, Jacqueline Education Title Credentials Assistant BSN; Professor of PhD – Nursing (Tenure- Gerontology track) Integrated Experiential Learning II Coordinator with Jeannette O’Brien (Fall 2013) and with Nancy Hodges (Spring 2014) Assistant Professor of Nursing (TenureTrack) Semester 2 Coordinator MS – Family Nurse Practitioner; (Enrolled in doctoral program) Education Focus • Gerontology • Family Health Relevant Certifications • Certified Hospice and Palliative Care Nurse • Certificate in Health Care Interpreting • Certified Family Nurse Practitioner • Board Certified Advance Practice Nurse in Family Health Practice Background and Years of Practice • Gerontology • Hospice (5 years of clinical practice) • Family Health (27 years of clinical practice) Teaching Responsibility • Nursing Care of Children, Adults, and Older Adults with Chronic Conditions • Clinical Ethics • Integrated Experiential Learning II (Psychiatric and Mental Health Clinical) • Nursing Care of Children, Adults, and Older Adults with Chronic Conditions • Clinical Pathophysiology and Pharmacology for Nursing Practice • Spanish Healthcare Terminology * Online Delivery of Instruction Faculty Manual 279 2013-2014 Edition Name Wheeler, Pamela Title Associate Professor of Nursing (Tenured) Semester 4 Coordinator with Beverly Epeneter (Spring 2014) Yimmee, Suchawadee Education Credentials MSN – Nursing; Post-MN – Psychiatric Mental Health Nursing; PhD – Urban Studies Integrated Experiential Learning IV Coordinator with Christine Pierce (Fall 2013 and Spring 2014) Assistant MSN – Nursing Professor of Administration; Nursing (Tenure- PhD – Nursing Track) Education Focus • PsychiatricMental Health • Gerontology • Urban Studies • Administration • Administration Relevant Certifications • Certificate in Gerontology Practice Background and Years of Practice • PsychiatricMental Health • Leadership (27 years of clinical practice) • Advanced Cardiac Life Support Certification • Intensive Care • Staff Development Teaching Responsibility • Professional Communication in Diverse Communities • Leading and Managing in Nursing • Foundations of Community-Based Nursing Practice • Scholarship of Nursing (7 years of clinical practice) * Online Delivery of Instruction Faculty Manual 280 2013-2014 Edition Linfield-Good Samaritan School Of Nursing Request For Clinical Adjunct Faculty (Nurse Educator Associate) Teaching Contract Revised: 06/21/12 Today’s Date Course/Integrated Experiential Learning Coordinator Name Clinical Adjunct Faculty Name (Include contact information if this person has not taught with Linfield before) Semester and Year (i.e. Fall 2013) Course Name, Course Number, Section, and Number of Load Units Special considerations, i.e.: 1st or 2nd half semester course, partial semester contract, later or earlier start date, missing days due to requested time off. Please give details and specific dates the contract should cover: Has this nurse worked as an adjunct at Linfield before? (circle one) Yes No* *If no, please contact Jennifer Keltner at ext. 38480 to be sure a complete application is on file, and to assure all interviews and paperwork are completed. Faculty Manual 281 2013-2014 Edition 2013-2014 BSN Generic Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas Courses Semester Credits and Hourly Wage Courses Formula: semester credits in the course x 3 (1 semester credit equals 3 hours) x weeks in the semester x hourly rate Semester Credits and Hourly Wage Formula: semester credits in the course x 3 (1 semester credit equals 3 hours) x weeks in the semester x hourly rate NURS 335 Integrated Experiential Learning I 5 semester credit lab BSN: 5 cr x 3 x 15 wks x $33.37/hr = $7508 FICA: $574 SIAC: $36 ($610) TOTAL= $8118 Master’s: 5 cr x 3 x 15 wks x $36.00/hr = $8100 FICA: $620 SIAC: $39 ($659) TOTAL= $8759 Doctorate: 5 cr x 3 x 15 wks x $37.86/hr = $8519 FICA: $652 SIAC: $41 ($693) TOTAL= $9212 NURS 435 Integrated Experiential Learning III (Maternal-Child) One 12-hour shift/week BSN: 12 hrs x 15 wks x $33.37/hr = $6007 FICA: $460 SIAC: $29 ($489) TOTAL= $6496 Master’s: 12 hrs x 15 wks x $36.00/hr = $6480 FICA: $496 SIAC: $31 ($527) TOTAL= $7007 Doctorate: 12 hrs x 15 wks x $37.86/hr = $6815 FICA: $521 SIAC: $33 ($554) TOTAL= $7369 NURS 375 Integrated Experiential Learning II And NURS 435 Integrated Experiential Learning III (Acute Adult) 6 semester credit lab BSN: 6 cr x 3 x 15 wks x $33.37/hr = $9010 FICA: $689 SIAC: $43 ($732) TOTAL= $9742 Master’s: 6 cr x 3 x 15 wks x $36.00/hr = $9720 FICA: $744 SIAC: $47 ($791) TOTAL= $10511 Doctorate: 6 cr x 3 x 15 wks x $37.86/hr = $10222 FICA: $782 SIAC: $49 ($831) TOTAL= $11053 NURS 475 Integrated Experiential Learning IV 8 semester credit lab BSN: 8 cr x 3 x 15 wks x $33.37/hr = $12013 FICA: $919 SIAC: $58 ($977) TOTAL= $12990 Master’s: 8 cr x 3 x 15 wks x $36.00/hr = $12960 FICA: $991 SIAC: $62 ($1053) TOTAL= $14013 Doctorate: 8 cr x 3 x 15 wks x $37.86/hr = $13630 FICA: $1043 SIAC: $65 ($1108) TOTAL= $14738 For an adjunct instructor teaching a theory course, the pay rate is: Salary Account: 01-18085-21110 Benefits Account: 01-18085-21790 Summer Salary Account: 01-18040-21110 Summer Benefits Account: 01-18040-21790 $920 per course semester credit with a terminal degree $850 per course semester credit without the terminal degree Percentages to use for benefits: FICA: 0.0765 SIAC: 0.0048 Faculty Manual 282 2013-2014 Edition 2013-2014 RN-BSN Program Nurse Educator Associate (Adjunct Faculty) Salary Formulas Courses NURS 309 Transition to Professional Practice Semester Credits and Hourly Wage Courses Formula: hourly rate x semester credits in the course x 24 students Master’s: $77.25 x 6 cr x 24 students = $11124 FICA: $851 SIAC: $53 ($904) TOTAL= $12028 If the number of students is less than 18, subtract $464 from the base salary of $11124 for each student below 18. If the number of students is more than 24, add $464 to the base salary of $11124 for each student above 24. Doctorate: $82.40 x 6 cr x 24 students = $11866 FICA: $908 SIAC: $57 ($965) TOTAL= $12831 NURS 315 Professional Communication in Diverse Communities and NURS 460 PopulationBased Nursing in a Multicultural and Global Society If the number of students is less than 18, subtract $494 from the base salary of $11866 for each student below 18. If the number of students is more than 24, add $494 to the base salary of $11866 for each student above 24. Master’s: $77.25 x 2 cr x 24 students = $3708 FICA: $284 SIAC: $18 ($302) TOTAL= $4010 If the number of students is less than 18, subtract $155 from the base salary of $3708 for each student below 18. If the number of students is more than 24, add $155 to the base salary of $3708 for each student above 24. Doctorate: $82.40 x 2 cr x 24 students = $3955 FICA: $303 SIAC: $19 ($322) TOTAL= $4277 NURS 320 Scholarship of Nursing and NURS 470 Leading and Managing in Nursing If the number of students is less than 18, subtract $165 from the base salary of $3955 for each student below 18. If the number of students is more than 24, add $165 to the base salary of $3955 for each student above 24. Semester Credits and Hourly Wage Formula: hourly rate x semester credits in the course x 24 students Master’s: $77.25 x 3 cr x 24 students = $5562 FICA: $425 SIAC: $27 ($452) TOTAL= $6014 Doctorate: $82.40 x 3 cr x 24 students = $5933 FICA: $454 SIAC: $28 ($482) TOTAL= $6415 NURS 475 Integrated Experiential Learning IV If the number of students is less than 18, subtract $232 from the base salary of $5562 for each student below 18. If the number of students is more than 24, add $232 to the base salary of $5562 for each student above 24. If the number of students is less than 18, subtract $247 from the base salary of $5933 for each student below 18. If the number of students is more than 24, add $247 to the base salary of $5933 for each student above 24. Master’s: $77.25 x 8 cr x 24 students = $14832 FICA: $1135 SIAC: $71 ($1206) TOTAL= $16038 If the number of students is less than 18, subtract $618 from the base salary of $14832 for each student below 18. If the number of students is more than 24, add $618 to the base salary of $14832 for each student above 24. Doctorate: $82.40 x 8 cr x 24 students = $15821 FICA: $1210 SIAC: $76 ($1286) TOTAL= $17107 If the number of students is less than 18, subtract $659 from the base salary of $15821 for each student below 18. If the number of students is more than 24, add $659 to the base salary of $15821 for each student above 24. Percentages to use for benefits: FICA: 0.0765 SIAC: 0.0048 Salary Account: 01-18085-21110 Benefits Account: 01-18085-21790 Summer Salary Account: 01-18040-21110 Summer Benefits Account: 01-18040-21790 Faculty Manual 283 2013-2014 Edition Chapter XI: Faculty Professional Development Sources Faculty Manual 284 2013-2014 Edition Faculty Professional Development Sources Listed below are Professional Development sources for nursing faculty. Each source, purpose, process and deadline are detailed in the pages that follow. Source: Linfield College Faculty Professional Development Grants Student-Faculty Collaborative Research Grants Travel Stipend for Trips Relevant for January Term Course Development Sabbatical Leaves New Faculty Learning Community Source: Linfield-Good Samaritan School of Nursing Dean of Nursing’s Fund General Faculty Professional Development Travel Program Doctoral Study Awards Nursing Departmental Funds Nursing Faculty Development Retreat Nursing Faculty Orientation and Mentorship Program Monthly Nursing Faculty Development Program (First Friday Presentations) Nurse Educator Associates (Adjunct Faculty) Development Programs Purpose, Process, and Deadline of Professional Development Sources Linfield College Faculty Professional Development Grants Purpose: These grants to faculty members are awarded to support (a) research or creative work, (b) course improvement, or (c) enhancement of professional capabilities. Process: See, Linfield College Faculty Handbook, chapter V for more detail and Appendix H (X-39) for the Faculty Professional Development Grant Application form. Deadline: There are two funding rounds. The deadline for the Fall round is announced in September, and the deadline for the Spring round is announced in March. Linfield College Student-Faculty Collaborative Research Grants Purpose: These grants support a collaborative research project or creative work involving at least one Linfield faculty member and at least one student. Process: See, Linfield College Faculty Handbook, chapter V for more detail and Appendix I (X-40) for the Faculty-Student Summer Collaboration Research Grant Application form. Deadline: A request for proposals occurs early in March. Activities may be funded for the Summer or academic year. Faculty Manual 285 2013-2014 Edition Linfield College Travel Stipend for Trips Relevant for January Term Course Development Purpose: Modest funds are available to travel domestically or abroad to facilitate preparation for a January Term travel course. Process: See, Linfield College Faculty Handbook, chapter V for more detail. Deadline: There is no specific deadline for this travel stipend. Linfield College Sabbatical Leaves Purpose: Sabbatical leaves are granted to enhance the programs of Linfield College through improving the professional qualifications and preparation for teaching of members of the faculty. Process: See, Linfield College Faculty Handbook, chapter IV.8 for more details, and Appendix G (X-36) for the Application for Sabbatical Leave form. Sabbatical leaves are granted at the discretion of the college. To be eligible for a sabbatical leave, a faculty member must have given six years of service to the college. Deadline: Requests for sabbatical leave must be approved by the Dean of Nursing and forwarded to the Vice President for Academic Affairs/Vice President for Academic Affairs/Dean of Faculty office prior to the announced deadline. Linfield College New Faculty Learning Community Purpose: Newly hired faculty participate in meetings that focus on such topics as institutional goals, faculty governance, the American Association of University Professors, the Linfield Curriculum, advising, insight resumes for admission consideration in the nursing major, syllabi, teaching writing skills, and faculty development opportunities. Process: New full-time faculty are invited to attend meetings. Deadline: Throughout academic year. Dean of Nursing’s Fund Purpose: Dean of Nursing‘s Fund is used for the benefit and professional enrichment of nursing faculty. The Dean of Nursing administers awards. Priority is given to: Podium presentations, serving as discussants or organizers at local/national/international conferences, and poster presentations. Persons acting as representatives of the School of Nursing or professional groups at local/national/international conferences. Persons attending conferences that most benefit the School of Nursing and the College. Persons who did not receive funding the previous year. Process: Apply to the Dean of Nursing. Deadline: As opportunities arise; funds must be expended in the fiscal year the presentation occurs. Faculty Manual 286 2013-2014 Edition General Faculty Professional Development Travel Program Purpose: General Faculty Professional Development Travel Program Funds are used for the benefit and professional enrichment of nursing faculty and Clinical Associates. This fund provides support for attending conferences and engaging in other activities contributing to professional development as teachers and scholars. This fund is given to individuals even if they are not presenting a paper or playing an organizing role at a workshop/conference. 2013-2014 Awardees 2014-2015 Projected Awardees Henny Breen Sue Butell Carmen Ingulli Noreen Johansson Melissa Jones Susan Juedes Kathy Kinderman Barbara Limandri Linda Luce Neal Rosenburg Jana Taylor Vivian Tong Miriam Volpin Pam Wheeler Suchawadee Yimmee Process: Deadline: Fred Calixtro Corrina Emch Beverly Epeneter Kandys Greenlund Katherine Hammond Nancy Hodges Kim Kintz Cheryl Langford Karen Maxwell Jeannette O’Brien Christine Pierce Shelly Quint Carol Roberts Laura Rodgers Joanna Rowe Mindy Schiebler Jan Selliken Jackie Webb Apply to the Dean of Nursing. As opportunities arise, funds must be expended in the fiscal year the presentation occurs. Allowable expenses are coach airfare (with an expected attempt in each case to obtain the lowest rate whenever possible), registration fee, ground transportation to and from airports, lodging and meals per diem. (Use the Linfield College Portland Campus Travel Authorization Request form in Appendix X-2.) Doctoral Study Awards Purpose: Doctoral Study Awards are used for the benefit of nursing faculty pursuing doctoral study. Process: See, the policy on doctoral support described later in this section. Deadline: One semester preceding desired funding. Faculty Manual 287 2013-2014 Edition Nursing Departmental Funds Purpose: Nursing Departmental Funds are awarded at approximately $150.00 per nursing faculty member. These funds can: Supplement other sources of funding (Dean of Nursing’s Fund and General Faculty Professional Development Travel Program) for more expensive trips. Be used for registration and travel expenses at local workshops/conferences. Be used for reimbursement of personal expenses such as textbooks or software, which then become the property of the College. (Use the Linfield College Portland Campus Expense Report form in Appendix X-1 to report these expenses.) Be used for other expenses related to professional development. Prior approval by the Dean of Nursing required. Process: Discuss with the Dean of Nursing. Deadline: Before June 1. Nursing Faculty Development Retreat Purpose: The two-day Nursing Faculty Retreat occurs annually. The retreat focuses on topics that the nursing faculty deem appropriate. The purpose of the retreat is to provide knowledge and build a sense of esprit de corps. Process: The Faculty Development Committee oversees the planning of the Annual Retreat by: Assessing needs and interests of faculty, as well as input from the Dean of Nursing. Working with the Dean of Nursing in budgeting for the retreat during Fall semester for the following academic year. Designing the program, contacting speakers, and arranging accommodations. Deadline: Each academic year. Nursing Faculty Orientation and Mentorship Program Purpose: The program focuses on orienting and mentoring new full-time nursing faculty. Process: New full-time nursing faculty and Clinical Associates attend the McMinnville and Portland Campus Orientation Program. (See, Appendix Z-1 and Z-3 for the Portland Campus Faculty and Staff Orientation Checklist and the Portland Campus Faculty and Staff Orientation Effectiveness and Improvement Feedback form). The School of Nursing Faculty Development Committee oversees the Nursing Faculty Mentorship Program designed to assist new faculty. Deadline: Throughout academic year. Monthly Nursing Faculty Development Program (First Friday Presentations) Purpose: The Monthly Nursing Faculty Development Program responds to the educational needs of the faculty. Process: The School of Nursing Faculty Development Committee prepares a monthly program in response to expressed faculty needs, as well as input from the Dean of Nursing. Speakers are offered an honorarium. Deadline: Monthly during Fall and Spring semesters. Faculty Manual 288 2013-2014 Edition Nurse Educator Associates (Adjunct Faculty) Development Program Purpose: A one-day workshop enhances the ability of Nurse Educators (Adjunct Faculty) to assume their role as instructors. Information from the workshop is posted electronically on Blackboard under Adjunct Resources. The School of Nursing Faculty Development Committee prepares the Nurse Process: Educator Associates (Adjunct Faculty) Development Program based on needs. Deadline: Before Spring semester. Online Teaching Support Policy For Full-Time Faculty Teaching In RN-BSN Distance Education Program Rational To enhance the ability of faculty members to teach in the RN-BSN distance education program and mentor Nurse Educator Associates (Adjunct Faculty) teaching in the RN-BSN program. Policy Full-time faculty, who teach in the RN-BSN program, must complete a certificate program in online education or comparable university course approved by the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development. Funds Funds are provided to complete an approved certificate program. Doctoral Support Policy For Full-Time Tenured Faculty, Tenure-Track Faculty And Visiting Assistant Professors Approved: 04/05/04; Revised: 06/17/10 Rational To ensure fair and equitable disbursement of funds and workload relief for those nursing faculty members pursuing doctoral education at an accredited institution. Policy Funds may be requested by tenured faculty, tenure-track faculty or visiting assistant professors who do not have a doctorate. A minimum grade of “B” must be attained to receive funding. Dollar amounts will be fairly distributed among faculty undertaking graduate work based on credit load taken in the doctoral program, tuition charged, and available funds. The faculty members receiving financial support are expected to continue employment at Linfield College after completing doctoral work. Procedure Faculty will submit a request for funding after discussing educational plans with the Dean of Nursing. Regular progress reports (grade reports, etc.) are to be submitted to the Dean of Nursing after each term or semester in order to receive reimbursement. While enrolled in doctoral courses, faculty will receive a reduced advising load, but are expected to assume committee assignments. Faculty Manual 289 2013-2014 Edition Funds This policy pertains only to funds from the nursing budget. School Of Nursing Professional Development Awards Application And Funding Process Dean of Nursing’s Fund, General Faculty Professional Development Travel Program, and Nursing Departmental Funds process: • • • • • • • Fill in the Linfield College-Portland Campus Linfield College-Portland Campus Travel Authorization Request form and submit it to the Dean of Nursing. (A copy of the request form can be found in Appendix X-2.) Attach the completed registration form to the Linfield College-Portland Campus Travel Authorization Request form. The college will issue a check to the agency providing the workshop/conference if requested and time allows. The Dean of Nursing will forward authorization of the award to the Business and Finance Office. The Business and Finance Office will send the faculty member a check for expenses (less the registration fee) after the trip. The check covers expenses for mileage, plane fare, lodging, and meals per diem. The faculty member is responsible for making his/her own airplane and hotel reservations. Air fare can be charged to the Linfield College-Portland Campus VISA if desired (contact the Business and Finance Office). Receipts for all expenses must be submitted to the Business and Finance Office after the trip. If the award did not cover all expenses, the faculty member may request additional reimbursement in May if excess funds remain. Trip Reports For all funded trips, the faculty member will provide the Dean of Nursing with a one-page narrative report at the end of the trip for the faculty member’s evaluation file. This narrative should identify the nature of the trip and describe outcomes (ideas, insights, developments, contacts, etc.), that contribute to the individual's work at Linfield College and the School of Nursing. A copy of this report should also be submitted to the nursing faculty. Coverage Of Teaching Responsibilities While Attending A Conference Faculty members must arrange for coverage of responsibilities while they attend conferences through arrangements or trades with other regular full-time faculty (not Nurse Educator Associates/adjuncts), rescheduling of lecture or other appropriate arrangements. There are no funds available to pay for coverage. The faculty member must decline the presentation or conference attendance if the primary teaching responsibility is not covered. Faculty members are expected to notify Integrated Experiential Learning Coordinators and the Dean of Nursing regarding coverage during their absence and also provide emergency contact information. This Faculty Manual 290 2013-2014 Edition information should be submitted using the Linfield-Good Samaritan School of Nursing Faculty Notification of Planned Absence form in Appendix Y-1. Faculty Manual 291 2013-2014 Edition Chapter XII: Appendices Faculty Manual 292 2013-2014 Edition Appendix A Toward Inclusive Excellence: Guidelines For Faculty, Administrator, And Staff Searches These guidelines are supplemental to the Linfield College Faculty Handbook section VI.1 regarding filling faculty vacancies and section VI.2 regarding filling adjunct faculty (Nurse Educator Associate) vacancies; the Linfield College Handbook for Administrators, section IV regarding hiring procedures for administrative positions; and the Linfield College Employees Association Agreement, section VII regarding hiring of nonexempt employees (staff). After interviews, the search committee fills out rating forms. The search committee rating forms for full-time faculty (including Visiting Assistant Professors), Clinical Associates, Nurse Educator Associates (classroom and clinical adjunct faculty) are included in this Appendix. Consistent with our mission of inclusive excellence, Linfield-Good Samaritan School of Nursing is committed to diversity among nursing administrators, faculty, and staff. In order to expand the pool of candidates for position searches to include broader diversity, the following approaches are recommended. Search Committee The composition of the search committee should include members of the campus community who have different points of view and are diverse in a variety of dimensions, including age, gender, and ethnicity. Search Process 1. In the search committee, review the Linfield College Mission Statement as well as institutional hiring practices, policies, and goals. 2. The position description and job announcement should express the School of Nursing’s commitment to inclusive excellence and encourage minorities (including men) to apply. 3. Expand the search network beyond the primary or usual network to include established contacts within communities of color, minority interest groups or organizations, colleges or universities that educate greater numbers of graduate students of color, and journals/publications more likely to be read by prospective candidates of color. 4. Contact prospective candidates identified through the network by phone, email, or personal letter inviting them to apply. Interview and Decision-Making Process 1. The candidate rating form should be expanded to include criteria that evaluate the applicant’s experiences with communities of color and/or cultures other than their own, academic experiences with culturally diverse students, and interest in developing multicultural curricula or programs. In the interview, ask the applicants to describe their experience with diversity issues, 2. diverse students, and working in multicultural environments. Reference Turner, C.S.V. (2002). Diversifying the faculty: A guidebook for search committees. Washington, D.C.: AAC&U. Faculty Manual Page A-1 2013-2014 Edition Appendix A Guide To The Search Process For Nursing Faculty And Nursing Clinical Associates Approved by Vice President for Academic Affairs/ Dean of Faculty and Chairperson of College Personnel Committee: 12/07/11 Approval to Fill a Tenure Track Full-time Faculty Positions 1. Dean of Nursing submits a completed Staffing Request form and required supporting documents, per the procedure outlined in the Linfield Faculty Handbook. Prior to starting a search process, the approval to fill a tenure track faculty position must 2. be given by the College Staffing subcommittee of the Personnel Committee. This applies to positions that are vacated or new. Approval to Fill a Visiting Assistant Professor or Clinical Associate Position 1. Dean of Nursing requests administrative approval from the Vice President for Academic Affairs/Dean of Faculty. The urgency of the need and available funds are among the considerations in granting such requests. Forming a Search Committee 1. Vice President for Academic Affairs/Dean of Faculty, in consultation with Dean of Nursing, forms search committee. 2. Vice President for Academic Affairs/Dean of Faculty may serve on search committee at his or her discretion. 3. Department selects 25 percent of the nursing faculty members to serve on the search committee. Vice President for Academic Affairs/Dean of Faculty, in consultation with Dean of 4. Nursing, selects one or two additional faculty members from outside the department. 5. Department selects two students from student government recommendations. 6. Dean of Nursing selects a nursing faculty member to chair the search committee. Completing the Search Plan 1. Dean of Nursing completes a draft search plan, which includes a position description and an ad copy to submit to the Vice President for Academic Affairs/Dean of Faculty. 2. Dean of Nursing presents final draft to search committee. 3. Search committee reviews the plan and provides input to the Dean of Nursing and Vice President for Academic Affairs/Dean of Faculty. 4. Vice President for Academic Affairs/Dean of Faculty presents search plan to President for approval. 5. After President’s written approval, position vacancy is announced. 6. Review “Toward Inclusive Excellence: Guidelines for Faculty, Administrators and Staff Searches” for ideas on expanding the search pool for more diverse candidates. 7. Search committee chairperson forwards position description to Human Resources Department. Generating Applications 1. Vice President for Academic Affairs/Dean of Faculty works with the search committee and Dean of Nursing to stimulate applications. Faculty Manual Page A-2 2013-2014 Edition Appendix A 2. 3. 4. Chairperson of search committee handles all correspondence, with secretarial support as needed. All inquiries and submitted materials will be acknowledged promptly by the chairperson of the search committee. All candidates must submit a letter of application, curriculum vitae, three current reference letters, and their official transcripts (for all degrees) in order to be considered by the search committee. Recruiting cost for faculty will be paid by the Office of Academic Affairs. Evaluating Candidates by Application Materials 1. Members of the search committee independently rate candidate(s) qualifications in column one of the candidate rating form developed by the Nursing department. 2. Search committee determines qualified candidates based on highest rating scores, and discusses these with the Dean of Nursing to assist in determining which ones to interview. 3. Vice President for Academic Affairs/Dean of Faculty and Dean of Nursing discuss the short list of candidates for the purpose of reaching a decision about whom to bring to the campus. Evaluating Candidates through On-Campus Interactions Each applicant is assessed by members of the search committee according to the same 1. job-related criteria and using the same procedure. Search committee chairperson, with assistance from the Administrative Assistant of the 2. School of Nursing, makes arrangements for campus visit, which may include housing, meals, transportation, etc. The Linfield College mission and School of Nursing vision, mission, philosophy, program outcomes, and curriculum model will be emailed to the candidates. 3. Search committee chairperson arranges group interview of candidate(s) by search committee. The same questions and scenarios shall be used for all candidates. a. Introduction and Opening Remarks Search committee chairperson and/or member(s): Asks members to introduce themselves. 1. 2. Gives the overview of the interview process, which typically lasts about 50 minutes. b. Candidate Education and Experience Search committee chairperson and/or member(s): 1. Ask candidate to describe how his/her education and experience would qualify them for the position. 2. Ask additional questions about the candidate’s qualifications, as appropriate. 3. Ask candidate to describe his/her experiences with diversity issues, diverse students, and working in multicultural environments. c. Scenarios Committee members should relate challenging stories from their own experiences as faculty members, and then ask the candidate, “How would you handle this or a similar situation?” The candidate’s responses give the Faculty Manual Page A-3 2013-2014 Edition Appendix A 4. 5. 6. 7. 8. 9. 10. 11. 12. search committee a sense of his/her attitude toward students, problem solving skills, and approaches to conflict. d. Candidate’s Questions Provide an opportunity for the candidate to ask questions. e. Closure Thank the candidate for coming. Give the candidate an approximate time frame for a decision. Encourage him or her to call the search committee chairperson to see how the search is progressing if desired. Dean of Nursing interviews the candidate(s). During the interview, the Dean of Nursing shares with the candidate(s) information provided by the Director of Human Resources. Vice President for Academic Affairs/Dean of Faculty or the President interviews the candidate(s) for Visiting Professor and tenure-track positions. Candidate(s) meet with the Portland Campus Library Director or designee. Administrative Assistant arranges to have lunch with candidate(s). Candidate(s) gives a 50 minute presentation to Portland Campus community on the candidate’s scholarly or creative work as if teaching undergraduate nursing students in a classroom setting. Prior to the presentation the Administrative Assistant of the School of Nursing sends an email invitation to all faculty, administrators, staff, and students inviting them to attend the event. The Information Technology Department will be notified in advance of any technology needs the presenter may have. Search committee chairperson solicits evaluation of the presentation from faculty, administrators, staff and students, using the presentation rating form; and solicits verbal feedback from others who had contact with the candidate(s) during the campus visit. Search committee chairperson makes this information available to the committee. Search committee members independently rate candidate(s) in column two of the candidate rating form developed by the Nursing department. This process involves a reevaluation of candidate(s) based on group interview with committee, presentation evaluations, input from others who had contact with the candidate during the campus visit, references, and curriculum vitae. Search committee chairperson averages the scores from all committee members, and search committee discusses candidates’ suitability for position. Column three of the candidate rating form may be used by search committee members when comparing candidates. Recommending a Candidate for Hire Search committee will recommend the hiring of a particular candidate, based on highest 1. rating score, to the Dean of Nursing. 2. If approved by the Dean of Nursing, he Dean of Nursing will present the recommendation to the Vice President for Academic Affairs/Dean of Faculty for Visiting Professor and tenure-track positions or Human Resources for Clinical Associate positions. 3. If approved by the Vice President for Academic Affairs/Dean of Faculty, the Vice President for Academic Affairs/Dean of Faculty will present the recommendation to the President for Visiting Professor and tenure-track positions. Faculty Manual Page A-4 2013-2014 Edition Appendix A 4. 5. If the President approves the hire of the recommended candidate, the Vice President for Academic Affairs/Dean of Faculty will extend an offer to the candidate. For Clinical Associate positions, Human Resources extends the offer. When the candidate orally accepts the offer, the Vice President for Academic Affairs/Dean of Faculty drafts an official letter of appointment for Visiting Professor and tenure-track positions that is sent by the President to the candidate for their signature and return. Human Resources drafts an official letter of appointment for Clinical Associate positions that is sent to the candidate for their signature and return. Search Conclusion 1. Following formal acceptance of the offer, the search committee chairperson notifies all unsuccessful candidates. Notification may be given via email. 2. Chairperson of search committee prepares a summary of the search process and outcomes. The files of those candidates who were interviewed, including completed evaluation 3. forms and correspondence, the search plan, copies of advertisements, and the search committee summary report shall be kept on file by the School of Nursing for two (2) years, at which point materials other than the search committee summary support shall be discarded in a manner which protects the identity of the candidates (i.e. shredding). Faculty Manual Page A-5 2013-2014 Edition Appendix A Linfield–Good Samaritan School Of Nursing Search Committee Candidate Presentation Evaluation For Faculty Or Clinical Associate Position Last Revised: 11/28/11 Name of Candidate: Date: Topic: Please circle if you are: faculty, student, administrator or staff. On the following evaluation, 5 is the highest score and 1 is the lowest. Please provide a rank score for each category. Additional comments are particularly helpful to the committee. Hand in the evaluation to the search committee chair or designee at the end of the presentation. 1. Preparation: Was there evidence of preparation of the material (clear, understandable, appropriate for level of undergraduate student, organization, emphasis on high points, wise use of time, etc.). 1 2 3 4 5 Comments: 2. Expertise in the content: Demonstrated a depth of knowledge in the topic, able to answer questions or provide resources. 1 2 3 4 5 Comments: 3. Creativity (effective use of teaching modalities: discussion, use of visual aids; unique approaches to the topic, etc.): 1 2 3 4 5 Comments: 4. Delivery of content (professional comportment, projection of voice, clarity of speaking, ease of listening, connection with the audience). 1 2 3 4 5 Comments: 5. Overall impression of the presentation. 1 2 3 4 5 Comments: Total Score: Faculty Manual Page A-6 2013-2014 Edition Appendix A Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Full-Time Faculty (Including Visiting Assistant Professor In Nursing) Approved: 05/13/08; Last Revised: 04/30/12 Name of Candidate: Vacancy: Specialty Area(s) of Nursing Practice: Position Requirements: _____ Master’s Degree in Nursing _____ Licensure or Eligibility for Licensure in Oregon _____ Minimum 3 years in nursing practice _____ Minimum 2 years experience in specialty of open position Preferred Requirement: _____ Doctoral Degree in Nursing or related field Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown Qualifications Evaluation 1: By Application Materials Date: Ability to relate positively and congenially with students, colleagues, and constituents Flexibility to teach a variety of courses in a community-based curriculum Evidence of teaching excellence applicable to a liberal arts environment Teaching experience with a variety of teaching methods Experience with culturally diverse students and multicultural curriculum Scholarly and professional engagement Service to the community and the nursing profession TOTAL SCORE Evaluation 2: By Application Materials, Presentation, and Interviews Date: Evaluation 3: By Application Materials, Presentation, and Interviews Date: Comments: Evaluator’s Signature: Faculty Manual Page A-7 2013-2014 Edition Appendix A Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Clinical Associate Approved: 08/08/08; Last Revised: 11/16/11 Name of Candidate: Vacancy: Specialty Area(s) of Nursing Practice: Position Requirements: _____ Master’s Degree in Nursing _____ Licensure or Eligibility for Licensure in Oregon _____ Minimum 3 years in nursing practice _____ Minimum 2 years experience in specialty of open position Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown Qualifications Evaluation 1: By Application Materials Date: Ability to relate positively and congenially with students, colleagues, and constituents Previous teaching in a baccalaureate nursing program Flexibility to teach a variety of courses in a community-based curriculum Evidence of clinical teaching excellence, including laboratory activities Experience teaching in a liberal arts environment Experience with culturally diverse students and multicultural education TOTAL SCORE Evaluation 2: By Application Materials, Presentation and Interview Date: Evaluation 3: By Application Materials, Presentation and Interview Date: Comments: Evaluator’s Signature: Faculty Manual Page A-8 2013-2014 Edition Appendix A Guide To The Search Process For Nurse Educator Associate (Adjunct Faculty) Approved: 01/16/12 Preparation The Associate Dean of Nursing for Instructional Programs confirms that the Nurse Educator Associate (Adjunct Faculty) is needed based on enrollment. Review “Toward Inclusive Excellence: Guidelines for Faculty, Administrators and Staff Searches” for ideas on expanding the search pool for more diverse candidates. Arrangements for advertising are made with the Administrative Assistant of the School of Nursing after the Dean of Nursing approves. The search committee for Nurse Educator Associates (Classroom Adjunct Faculty) should consist of the Associate Dean of Nursing for Faculty and Program Development (search committee chairperson) and at least one full-time faculty member. The search committee for Nurse Educator Associates (Clinical Adjunct Faculty) should consist of the Integrated Experiential Learning Coordinator (search committee chairperson) and at least one full-time faculty member teaching in the course. The search committee reviews candidates’ application materials using the specified rating form, and selects qualified applicants to interview. Candidate Interview with the Faculty Search Committee Introduction and Opening Remarks Ask the committee to introduce themselves. The search committee chairperson gives an overview of the interview process, which typically lasts about 45 minutes to one hour. Overview of Course and Nurse Educator Associate (Adjunct Faculty) Responsibilities Search committee members describe the course outcomes and assignments as well as the Nurse Educator Associate’s (adjunct faculty’s) responsibilities. Briefly discuss the course in the context of the Linfield College mission and School of Nursing vision, mission, philosophy, program outcomes, and curriculum model. Candidate Education and Experience Ask the candidate to describe how his/her education and experience would qualify the candidate to teach the course. Ask additional questions about qualifications if indicated. Ask the candidate to describe his/her experience with diversity issues, diverse students, and working in multicultural environments. Faculty Manual Page A-9 2013-2014 Edition Appendix A Scenarios Tell challenging stories from your own experience as a faculty member, and then ask the applicant “How would you handle this, or a similar situation?” The candidate’s responses give the search committee a sense of the applicant’s attitude toward students, problem solving skills, and approaches to conflicts. Candidate’s Questions Provide an opportunity for the candidate to ask questions. Candidate’s Application Completion File Confirm that all documents have been received. Let the candidate know if anything is missing. The search cannot proceed to the next level without the following documents: o Curriculum vitae o Official transcripts (for all degrees). o Three current letters of reference. If references are missing, ask the candidate to request that his/her references be sent by email or fax, followed by a mailed original, signed copy. Salary Quote the salary for the course based on the candidate’s highest degree (see, Chapter XI). Closure Thank the candidate. Inform the candidate that the search committee chairperson will contact him/her concerning an offer for the position, and give the candidate an approximate time frame. Encourage the candidate to contact the search committee chairperson to see how the search is progressing if desired. Rating Forms After the interview, the search committee members stay and independently fill out rating forms in ink; make sure to date columns and sign the form. There should not be discussion until after the first column is filled out. Calculate the average score from all of the committee members, then discuss the candidate’s suitability for the position. If needed after the discussion, fill in column two to re-score the applicant. Column three is used when comparing candidates. Refer to the Search Committee Rating form: Nurse Educator Associate (Classroom Adjunct Faculty) and the Search Committee Rating form: Nurse Educator Associate (Clinical Adjunct Faculty) in this Appendix. Notification of the Candidate The search committee chairperson (Integrated Experiential Learning Coordinator) notifies the Associate Dean of Nursing for Faculty and Program Development with the recommendation for hiring a Nurse Educator Associate (Clinical Adjunct Faculty). The Associate Dean of Nursing for Faculty and Program Development requests an administrative interview, and must approve the hire. The Associate Dean of Nursing for Faculty and Program Development must also approve the hire of Nurse Educator Associates (Classroom Adjunct Faculty). Faculty Manual Page A-10 2013-2014 Edition Appendix A The search committee chairperson notifies the candidate for the position of Nurse Educator Associate (Adjunct Faculty) as to the decision concerning hire. If the Nurse Educator Associate (Adjunct Faculty) is to be hired, the search committee chairperson submits the request for hire to the Administrative Assistant of the School of Nursing. The Request for Clinical Adjunct Faculty (Nurse Educator Associate) Teaching Contract form is available on Blackboard under the link “Adjuncts” or in Chapter XI. Orientation of the New Nurse Educator Associate (Adjunct Faculty) The Administrative Assistant to the School of Nursing assists the new Nurse Educator Associate (Adjunct Faculty) with completing paperwork for Human Resources. The Administrative Assistant to the School of Nursing informs the Nurse Educator Associate (Adjunct Faculty) that the: Linfield College Faculty Handbook, Portland Campus Student Handbook, Linfield-Good Samaritan School of Nursing Nurse Educator Associate (Adjunct Faculty) Manual, Linfield-Good Samaritan School of Nursing Faculty Manual, and Linfield-Good Samaritan School of Nursing Student Manual are available on the college website. The Integrated Experiential Learning Coordinator informs the Nurse Educator Associate (Clinical Adjunct Faculty) about health passport and clinical agency requirements. If the Nurse Educator Associate is teaching in NURS 475 Integrated Experiential Learning IV, he/she is told about the role of faculty, students and Clinical Teaching Associates/Preceptors in the course. The Associate Dean of Nursing for Faculty and Program Development works with the Nurse Educator Associate (Classroom Adjunct Faculty) as needed in preparation of the syllabus and other course related matters. The Associate Dean of Nursing for Faculty and Program Development explains to the Nurse Educator Associate (Classroom Adjunct Faculty) the evaluation procedures (e.g., evaluation of faculty, courses, and student performance in meeting course outcomes), and the important role of evaluation data in improving the quality of the course. The Integrated Experiential Learning Coordinator explains to the Nurse Educator Associate (Clinical Adjunct Faculty) the evaluation procedures (e.g., evaluation of faculty, courses, clinical agencies, Clinical Teaching Associates/preceptors, and student performance in meeting course outcomes), and the important role of evaluation data in improving the quality of the students’ clinical learning experience. Nurse Educator Associates (Adjunct Faculty) will also be informed about the evaluation process concerning their performance as instructors and the evaluation of support they receive from the School of Nursing. Nurse Educator Associates (Adjunct Faculty) are invited to the Portland Campus New Employee Orientation in August, at which time break-out sessions are provided for fulltime faculty and Nurse Educator Associates (Adjunct Faculty). The Associate Dean of Nursing for Faculty and Program Development will provide electronically, a required online education orientation workshop for new Nurse Educator Associates (Adjunct Faculty) teaching in the RN-BSN program. Nurse Educator Associates (Adjunct Faculty) will be informed about the role of the Nurse Educator Associate (Adjunct Faculty) Liaison, and the opportunities for professional development. Faculty Manual Page A-11 2013-2014 Edition Appendix A Note: A person, who has taught as a Nurse Educator Associate (Adjunct Faculty) in essentially the same position within the last two years, may be appointed without undergoing the search process described above. The Nurse Educator Associate’s (adjunct faculty’s) prior teaching evaluations must be positive, and the Associate Dean of Nursing for Faculty and Program Development must approve the rehire. In the case of a Nurse Educator Associate (Clinical Adjunct Faculty), the Integrated Experiential Learning Coordinator in the concerned course must also support the rehire. Faculty Manual Page A-12 2013-2014 Edition Appendix A Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Nurse Educator Associate (Classroom Adjunct Faculty) Approved: 08/09/06; Last Revised: 11/16/11 Name of Candidate: Vacancy: Specialty Area(s) of Nursing Practice: Position Requirements: _____ Master’s Degree in Nursing _____ Licensure or Eligibility for Licensure in Oregon _____ Minimum 3 years in nursing practice _____ Minimum 2 years experience in specialty of open position Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown Qualifications Evaluation 1: By Application Materials Date: Ability to relate positively and congenially with students, colleagues, and constituents Previous teaching in a baccalaureate nursing program Evidence of teaching excellence Evidence of commitment to undergraduate education Experience with culturally diverse students and multicultural education TOTAL SCORE Evaluation 2: By Application Materials, Presentation and Interview Date: Evaluation 3: By Application Materials, Presentation and Interview Date: Comments: Evaluator’s Signature: Faculty Manual Page A-13 2013-2014 Edition Appendix A Linfield–Good Samaritan School Of Nursing Search Committee Rating Form: Nurse Educator Associate (Clinical Adjunct Faculty) Approved: 08/09/06; Last Revised: 11/16/11 Name of Candidate: Vacancy: Specialty Area(s) of Nursing Practice: Position Requirements: _____ Bachelor’s Degree in Nursing _____ Licensure or Eligibility for Licensure in Oregon _____ Minimum 2 years in nursing practice _____ Minimum 2 years experience in specialty of open position Rate the following criteria on a scale of 0 (lowest) to 10 (highest): “Uk” if unknown Qualifications Evaluation 1: By Application Materials Date: Ability to relate positively and congenially with students, colleagues, and constituents Previous teaching in a baccalaureate nursing program Evidence of teaching excellence Evidence of commitment to undergraduate education Experience with culturally diverse clients and/or students Experience with culturally diverse students and multicultural education TOTAL SCORE Evaluation 2: By Application Materials, Presentation and Interview Date: Evaluation 3: By Application Materials, Presentation and Interview Date: Comments: Evaluator’s Signature: Faculty Manual Page A-14 2013-2014 Edition Appendix B Linfield College: Student Appraisal Of Instruction Faculty Manual B-1 2013-2014 Edition Appendix B Faculty Manual B-2 2013-2014 Edition Appendix B Linfield College: Student Appraisal Of Clinical Instruction In Nursing Faculty Manual B-3 2013-2014 Edition Appendix B Faculty Manual B-4 2013-2014 Edition Appendix C Linfield-Good Samaritan School Of Nursing Guidelines For Professional Development And Linfield College Guidelines For Promotion And Tenure Approved: 05/02/11, Professional Development Guidelines by the Nursing Faculty Assembly; Revised: 05/10/99, Linfield College Faculty Evaluation Process for Promotion and Tenure The faculty of Linfield College provide instructional programs for the academic and cultural development of Linfield students. In order to maintain excellence in these programs, it is crucial that excellent faculty be hired, retained, and advanced and that the atmosphere within the college foster continued faculty growth and development. These requirements in turn require a fair and systematic procedure for faculty evaluation. Although faculty evaluation operates as a continuous process, in fact there are two distinct strands: professional development, which provides formative information to the individual faculty member and to the college; and promotion and tenure, which results in summative decisions concerning e faulty member’s rank and tenure. The above goals require that the process by which faculty members are evaluated be accompanied by provisions for improvement, allow full participation in the process by the faculty member concerned, and be responsive to the instructional and professional requirements of the college and its departments and programs. Evaluation is based on teaching effectiveness, professional achievement within the field(s), and service to Linfield, their profession, and the community. Of the three evaluation categories, teaching effectiveness is the most important. Excellence in professional achievement and/or service will not make up for inadequate performance in the teaching area; advancement at Linfield will depend on excellent teaching. At the same time, performance in the other two areas must not be slighted. Accomplishment in these areas must be present for advancement, with professional achievement being more important than service.” (Linfield College Faculty Handbook) Teaching Effectiveness The following nine areas for teaching effectiveness are noted in the Linfield College Faculty Handbook as important for promotion and tenure consideration: 1. 2. 3. 4. 5. 6. 7. 8. 9. Knowledge of and enthusiasm for the subject matter. Attention to the organization of courses as it relates to the level and preparation of the students. Organization and effective use of class time. High expectation for each student. Respect for students’ viewpoints. Use of effective and fair grading methods. What students take from their courses. Availability for consultation with students. Consistent and effective attention to the needs of advisees. Faculty Manual C-1 2013-2014 Edition Appendix C The School of Nursing encourages faculty to also use the following criteria for professional development: command of one’s area of teaching and its ongoing development as related to curricular needs; integration of effective learning-centered pedagogies and course materials to promote student learning; ability to help students relate nursing to other areas of knowledge and to the liberal arts tradition; and, an ongoing pattern of effort to improve one’s teaching effectiveness. The School of Nursing recognizes that classroom teaching includes a variety of settings in venues including but not exclusive of the following: on-campus classrooms, clinical settings in the community, simulation laboratories, and long distance education (on-line). Nursing faculty may teach in one or a combination of these teaching settings and teaching effectiveness evaluations will include them. Professional Achievement Five types of evidence for professional achievement identified in the Linfield College Faculty Handbook for promotion and tenure consideration include: 1. 2. 3. 4. 5. Research or creative work. Publications and artistic or professional presentations. Peer recognition by professional societies/organizations. Study at other institutions for additional professional credential or toward an advanced degree beyond the terminal degree Linfield requires for the discipline. (As of 2005-2006, the terminal degree in nursing is a doctorate in nursing or related field. The doctorate is required for tenure and promotion except in cases involving exceptional merit.) Professional practice and/or development necessary to maintain competency and credentials The School of Nursing developed specific criteria and documentation examples to guide faculty development that are appropriate to the nursing profession, delineate the scope of recognized scholarly activities, and guide individual faculty career planning and development. The guidelines for scholarship in nursing were developed and accepted by the American Association of Colleges of Nursing and are utilized by the Commission on Collegiate Nursing Education (an autonomous accrediting agency within the American Association of Colleges of Nursing) to ensure the quality and integrity of nursing programs in the United States. These guidelines are commensurate with national standards and recommendations for accreditation. Scholarship in nursing has been defined by the American Association of Colleges of Nursing following the guidelines established by Boyer (1990). Boyer proposed that all academic disciplines include the entire range of academic work to include not just traditional research as the means to obtain recognition for professorial performance, but expand it to include four critical areas essential to academic work. These areas include: discovery, teaching, application, and integration. “Scholarship in nursing can be defined as those activities that systematically advance the teaching, research, and practice of nursing through rigorous inquiry that: Is significant to the profession, is creative, can be documented, can be replicated or elaborated, and can be peer-reviewed through various methods” (Boyer, 1990). Faculty Manual C-2 2013-2014 Edition Appendix C The tables below reflect examples of scholarly and professional achievement in nursing and the means to document them. These are not intended as an all-inclusive list. Scholarship of Discovery: Inquiry that produces disciplinary/professional knowledge. Nursing reflects a unique perspective “emphasizing health promotion, restoration, and rehabilitation, as well as a commitment to caring and comfort” (American Association of Colleges of Nursing, 1998, p. 1). Examples Primary empirical research (e.g., experimental, quasi-experimental, qualitative) Historical research Theory development including andragogy and pedagogy Methodological studies Philosophical inquiry Methods to Document Achievement Peer-reviewed publications of research, theory or philosophical essays Grant awards in support of research or scholarship Presentations of research, theory, or philosophical essays Mentorship of junior faculty in research or scholarship Public recognition as scholar (state, regional, national, or international recognition as a scholar in an identified area) Positive peer evaluations of work Scholarship of Teaching and Learning: Inquiry that produces knowledge to support the transfer of science and art of nursing from expert to novice, building the bridges between the teacher’s understanding and the student’s learning (Boyer, 1990). Increases the effectiveness of transfer of discipline-specific knowledge, increasing understanding of both the discipline, andragogy, and pedagogy. Examples Methods to Document Achievement Innovations that demonstrate Authorship of textbooks, book chapters knowledge relative to teaching, or other learning aids technology applications and theory Developing/testing educational models building in the learning assessment or theories context Accreditation or other program reports Development of innovative teaching Grant proposals and awards or evaluation methods and learning Public recognition as master teacher environments Peer-reviewed publication related to Program development and learning teaching methodology or learning outcomes evaluation outcomes, case studies related to Professional role modeling (mentoring teaching-learning, learning theory students and new faculty, leadership development, and development or testing roles in curriculum and instruction) of educational models or theories Faculty Manual C-3 2013-2014 Edition Appendix C Positive peer assessment of innovations Design of outcome studies or assessment programs Presentations related to teaching and learning Scholarship of Practice (Application): Encompasses all aspects of delivery of nursing services and multiple practice roles such as the following: direct provider of care, nurse educator, consultant, leadership in transforming practice and public policies, and other advance practice roles within professional nursing, evidence of direct impact in solving health care problems or in defining problems of a community. Professional development of nursing faculty includes selfdevelopment and life-long learning to improve competency beyond the basic practice of professional nursing and research in specialty practice arrangement and faculty role concepts. Example Practice conducted through application of nursing knowledge to clinical care Measurement of quality of life indicators Develop, refinement of practice protocols/strategies Evaluation of systems of care Methods to Document Achievement Peer-reviewed publications of research, case studies, technical applications, or other practice issues Peer-reviewed presentation related to practice Consultation reports Peer reviews or supervisory evaluation of practice Reports compiling and analyzing patient/health service outcomes Grant awards Clinical practice awards Products, patents, or license copyrights Professional certification, degrees, and other specialty credentials State, regional, national, or international recognition as a master practitioner Reports of clinical demonstration projects or meta-analyses related to practice problems Policy papers related to practice Scholarship of Integration: Interdisciplinary inquiry that creates or combines knowledge into new paradigms and insights. Examples Critical analysis and interpretation Faculty Manual Methods to Document Achievement Peer-reviewed publications related to policy analysis, case studies, integrative C-4 2013-2014 Edition Appendix C reviews of the literature and others Positive peer evaluations of contributions to integrative scholarship Interdisciplinary program reports Interdisciplinary grant awards Peer-reviewed presentations Policy papers Published books, articles, book reviews Service Seven sources of evidence for service identified in the Linfield College Faculty Handbook for promotion and tenure consideration include: 1. 2. 3. 4. 5. 6. 7. Regular and effective participation on college-wide standing committees of the faculty. Effective participation in departmental and divisional affairs (including service as chair where applicable). Work with student activities and organizations. Direct assistance with the external relations work of the college (e.g., recruiting students, speaking to alumni groups). Service to the external community using professional knowledge and skills. Service to a professional society/organization. Service to the Division of Continue Education. The School of Nursing has unique department responsibilities for service due to committee work required to meet state and national accreditation requirements. Faculty members are expected to participate in a School of Nursing Committee with two- year rotating terms and/or ad hoc nursing committees. Chairing a nursing committee is considered equivalent to serving on, or chairing a College faculty committee. In some instances, faculty are excused from departmental committee work (e.g. doctoral studies, other college related service). Nursing faculty are expected to be engaged in faculty shared governance, including Portland Division work and serving on college committees. However, due to the large number of nursing faculty, it is possible that some nursing faculty can provide sufficient service to the college through Portland Campus or Nursing Department committee work. Discussions related to the weighting of departmental and college service should occur in the regularly scheduled faculty development meetings. References American Association of Colleges of Nursing (1998). Position statement on nursing research. Washington, DC. Boyer, E. (1990). Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching Faculty Manual C-5 2013-2014 Edition Appendix C Faculty Self-Appraisal, Including Professional Plan Period included in this report: from Date submitted: A. to Personnel Information Name: Rank: Date of Linfield appointment: Years in present rank at all institutions: B. Department(s): Date of present rank at Linfield: Tenure status: Report and Appraisal Your narrative account of and reflection on your goals and accomplishments for the period since your last report is an important part of your evaluation file. Please provide this material for each of the three categories below. In addition to a broad overview, include specific illustrations in each case, referring to particular courses or advising context in the case of teaching, to specific projects in the case of professional achievements, and particular tasks or assignments in the case of service. (Make the significance of your work clear to the reader of your file.) 1. Teaching (including advising) Please refer to section IV.6.1.1 Teaching Effectiveness in the College Faculty Handbook for more information on teaching effectiveness in the context of faculty evaluation. IV.6.1.1 Teaching Effectiveness will be evaluated by students, colleagues, and the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals by the faculty member concerned will also be used in the process. The faculty member should be aware that teaching effectiveness involves attention to several important areas, including: 1) Knowledge of and enthusiasm for the subject matter. 2) Attention to the organization of courses as this relates to the level and preparation of the students. 3) Organization and effective use of class time. 4) High expectations for each student. 5) Respect for students' viewpoints. 6) Use of effective and fair grading methods. 7) What students take from their courses. 8) Availability for consultation with students. 9) Consistent and effective attention to the needs of advisees. 2. Professional Achievement Please refer to section IV.6.1.2 Professional Achievement in the College Faculty Handbook for more information on professional achievement in the context of faculty evaluation. Faculty Manual C-6 2013-2014 Edition Appendix C IV.6.1.2 Professional Achievements will be evaluated by colleagues and by the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals in the form of written descriptions of professional activity will also be used in the process. Evidence of professional achievement may include: 1) Research or creative work. 2) Publications and artistic or professional presentations. 3) Peer recognition by professional societies / organizations. 4) Study at other institutions for additional professional credential or toward an advanced degree beyond the terminal degree Linfield requires for the discipline (see the College Faculty Handbook IV.II). 5) Professional practice and/or development necessary to maintain competency and/or credentials. 3. Service to Linfield Please refer to section IV.6.1.3 Service in the College Faculty Manual for more information on service in the context of faculty evaluation. IV.6.1.3 Service to Linfield, one’s profession, and the community will be evaluated by colleagues and by the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals by the faculty member will also be used in the process. Evidence of service may include: 1) Regular and effective participation on college wide standing committees of the faculty. 2) Effective participation in departmental and divisional affairs (including service as chairperson where applicable). 3) Work with student activities and organizations. 4) Direct assistance with the external relations work of the college (e.g., recruiting students, speaking to alumni groups). 5) Service to the external community using professional knowledge and skills. 6) Service to a professional society / organization. 7) Service to the Division of Continuing Education. C. Professional Plan For the period between now and the next scheduled review and beyond, please discuss your goals and expectations in the areas of teaching, professional achievements and service to Linfield. Indicate how you hope to pursue your goals. PLEASE STAPLE THIS AS A COVER SHEET TO YOUR NARRATIVE SELFAPPRAISAL Faculty Manual C-7 2013-2014 Edition Appendix C Colleague Appraisal Faculty Member to be Evaluated: Colleague Evaluator: Time Period to be Covered: Date: Please provide in narrative form an evaluation of your colleague's work over the period indicated above in each of the college's three evaluation categories: teaching effectiveness, professional achievements, and service to Linfield. It would be helpful if you would type your three evaluations, putting each on a separate page, and stapling them together with this page as a cover sheet. Please state reasons for your views and what evidence you used. For teaching, are your evaluation comments based on visiting classes, and if so how many visits? Have you inspected syllabi, examination questions, talked with students, etc. For professional achievement, have you heard a professional presentation, read a research report, seen a public performance, etc. For service, have you served on a committee with the person being evaluated, seen a report s/he wrote, etc. For all categories, characterize the reference group you are using (liberal arts college faculties, Linfield faculty, etc.). Please submit these three evaluations by: ______________________________. Thank you for your help. PLEASE USE THIS PAGE AS YOUR COVER SHEET. Faculty Manual C-8 2013-2014 Edition Appendix C 3A. Colleague Appraisal of Teaching Effectiveness (including advising) Please consider the general advice about reasons and evidence provided on the cover sheet. Please refer to section IV.6.1.1 Teaching Effectiveness in the College Faculty Handbook for more information on teaching effectiveness in the context of faculty evaluation. IV.6.1.1 Teaching Effectiveness will be evaluated by students, colleagues, and the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals by the faculty member concerned will also be used in the process. The faculty member should be aware that teaching effectiveness involves attention to several important areas, including: 1) Knowledge of and enthusiasm for the subject matter. 2) Attention to the organization of courses as this relates to the level and preparation of the students. 3) Organization and effective use of class time. 4) High expectations for each student. 5) Respect for students' viewpoints. 6) Use of effective and fair grading methods. 7) What students take from their courses. 8) Availability for consultation with students. 9) Consistent and effective attention to the needs of advisees. With the above as guides, please provide your appraisal of the teaching effectiveness of: Signature Faculty Manual Date C-9 2013-2014 Edition Appendix C 3B. Colleague Appraisal of Professional Achievements Please consider the general advice about reasons and evidence provided on the cover sheet. Please refer to section IV.6.1.2 Professional Achievement in the College Faculty Handbook for more information on professional achievement in the context of faculty evaluation. IV.6.1.2 Professional Achievements will be evaluated by colleagues and by the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals in the form of written descriptions of professional activity will also be used in the process. Evidence of professional achievement may include: 1) 2) 3) 4) Research or creative work. Publications and artistic or professional presentation. Peer recognition by professional societies / organizations. Study at other institutions for additional professional credential or toward an advanced degree beyond the terminal degree Linfield requires for the discipline (see the College Faculty Handbook IV.II). 5) Professional practice and/or development necessary to maintain competency and credentials. With the above as guides, please provide your appraisal of the professional achievements of: Signature Faculty Manual Date C-10 2013-2014 Edition Appendix C 3C. Colleague Appraisal of Service to Linfield Please consider the general advice about reasons and evidence provided on the cover sheet. Please refer to section IV.6.1.3 Service in the College Faculty Manual for more information on service in the context of faculty evaluation. IV.6.1.3 Service to Linfield, one’s profession, and the community will be evaluated by colleagues and by the department head (in the case of the school of nursing, the Dean of Nursing). Self appraisals by the faculty member will also be used in the process. Evidence of service may include: 1) Regular and effective participation on college wide standing committees of the faculty. 2) Effective participation in departmental and divisional affairs (including service as chairperson where applicable). 3) Work with student activities and organizations. 4) Direct assistance with the external relations work of the college (e.g., recruiting students, speaking to alumni groups). 5) Service to the external community using professional knowledge and skills. 6) Service to a professional society / organization. 7) Service to the Division of Continuing Education. With the above as guides, please provide your appraisal of service to Linfield by: Signature Faculty Manual Date C-11 2013-2014 Edition Appendix D Linfield College Employee Self-Evaluation Form Found on the Linfield Human Resources Website in the section on Performance Management and Recognition Forms and Tools 06/13 Faculty Manual D-1 2013-2014 Edition Appendix D Faculty Manual D-2 2013-2014 Edition Appendix D Faculty Manual D-3 2013-2014 Edition Appendix D Faculty Manual D-4 2013-2014 Edition Appendix D Linfield College Annual Employee Performance Review Instructions Found on the Linfield Human Resources Website in the section on Performance Management and Recognition Forms and Tools 06/13 Faculty Manual D-5 2013-2014 Edition Appendix D Linfield College Annual Employee Performance Review Form Found on the Linfield Human Resources Website in the section on Performance Management and Recognition Forms and Tools 06/13 Faculty Manual D-6 2013-2014 Edition Appendix D Faculty Manual D-7 2013-2014 Edition Appendix D Faculty Manual D-8 2013-2014 Edition Appendix D Faculty Manual D-9 2013-2014 Edition Appendix D Faculty Manual D-10 2013-2014 Edition Appendix D Faculty Manual D-11 2013-2014 Edition Appendix E Evaluation Of Clinical Associate In Nursing: Self-Appraisal Approved: 05/02/12 Employee Name: Last First Appraisal Period – From: To: Self-appraisal of teaching effectiveness: Self-appraisal of participation in, and contributions to, department and course team meetings: Self-appraisal of involvement in lab activities to support student learning: Self-appraisal of attention to students outside of scheduled clinical time: Goals and strategies for strengthening teaching during next academic year: Goals and strategies to contribute to teaching team during next academic year: Signature: Clinical Associate in Nursing Date Signature: Associate Dean of Nursing For Faculty and Program Development Date Faculty Manual E-1 2013-2014 Edition Appendix E Evaluation Of Clinical Associate In Nursing By The Associate Dean Of Nursing For Faculty And Program Development Last Revised: 07/17/12 Employee Name: Evaluator: Last Date: Appraisal Period – From: First To: Teaching effectiveness: Participation in, and contributions to, department and course team meetings: Involvement in lab activities to support student learning: Attention to students outside of scheduled clinical time: Goals and strategies for strengthening teaching during next academic year: Goals and strategies to contribute to teaching team during next academic year: Signature: Associate Dean of Nursing for Faculty and Program Development Date Signature: Clinical Associate in Nursing Date Faculty Manual E-2 2013-2014 Edition Appendix F Linfield-Good Samaritan School Of Nursing Evaluation Of Nurse Educator Associate (Adjunct Faculty): Self-Appraisal Approved: 04/30/12 Instructor: Course Number Title: Semester / Term / Year: Self-appraisal of teaching effectiveness: Goals and strategies for strengthening teaching effectiveness: Signature: Nurse Educator Associate (Adjunct Faculty) Date Signature: Associate Dean of Nursing for Faculty and Program Development; or Integrated Experiential Learning Coordinator Date Faculty Manual F-1 2013-2014 Edition Appendix F Evaluation Of Nurse Educator Associate (Clinical Adjunct Faculty) By Integrated Experiential Learning Coordinator Approved: 10/04/04; Last Revised: 04/30/12 Instructor’s Name: Course Number and Title: Semester/Term/Year: Rating Scale: 5=strongly agree; 4=agree; 3=disagree; 2=strongly disagree; 1= not observed; not applicable CRITERIA 5 4 3 2 Collaborates effectively with full time faculty (i.e., team player) and the Dean of Nursing Communicates effectively with Integrated Experiential Learning Coordinator regarding students' performance (especially when there is a problem) Communicates effectively with clinical staff, administrators and Clinical Teaching Associates (Preceptors) (if used) at site Communicates effectively (verbally and in writing) with students Follows through with any remediation (i.e., if a student has to redo an assignment or takes an incomplete or is having difficulty in the course) Is flexible (adapt to change; variability in students) Is fair and accurate in grading (based on School of Nursing grading policy, grading criteria, and meeting course outcomes) Turns grades and student clinical performance evaluation instruments in to Integrated Experiential Learning Coordinator on time Shows evidence of current clinical expertise Is dependable and accountable Is able to teach effectively in the clinical setting Is non-threatening but still professional in setting expectations and follow-through with consequences Is knowledgeable in the course subject matter Able to interact with students, site personnel and faculty in a positive, productive and non-judgmental manner Able to problem solve effectively Documents interactions (anecdotal notes) Writes academic alerts when appropriate Works with students in a caring way Uses praxis in clinical seminars Gives frequent and timely feedback to students concerning their clinical performance Faculty Manual F-2 1 2013-2014 Edition Appendix F Summary of student feedback on Nurse Educator Associate (Clinical Adjunct Faculty) (“Linfield College: Student Appraisal of Clinical Instruction in Nursing” form): Strengths: Areas to Improve: Action Plan for Improvement: Other Comments: Recommendation: ______Would recommend for re-hire ______Would recommend with conditions (specify): ______Would not recommend for re-hire Signature: Integrated Experiential Learning Coordinator Date Signature: Nurse Educator Associate (Clinical Adjunct) Date (Signature not required if not recommended for re-hire) This evaluation will be kept in the Nurse Educator Associate (clinical adjunct faculty) personnel file. The Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, Nurse Educator Associate (Adjunct Faculty) Liaison, and Integrated Experiential Learning Coordinators may access this information when searching for potential Nurse Educator Associates (clinical adjunct faculty) for nursing courses. Faculty Manual F-3 2013-2014 Edition Appendix F Evaluation Of Nurse Educator Associate (Classroom Adjunct Faculty) By The Associate Dean Of Nursing For Faculty And Program Development Approved: 10/04/04; Last Revised: 07/17/12 Instructor’s Name: Course Number and Title: Semester / Term / Year: Rating Scale 5=strongly agree 4=agree 3=disagree 2=strongly disagree NA=not observed; not applicable CRITERIA Collaborates effectively with full time faculty (i.e., team player) and the Dean of Nursing Communicates effectively (verbally and in writing) with students Follows through with any remediation (i.e., if a student has to re-do an assignment or takes an incomplete or is having difficulty in the course) Is flexible (adapt to change; variability in students) Is fair and accurate in grading (based on School of Nursing grading policy, grading criteria, and meeting course outcomes) Turns grades in on time Is dependable and accountable Is able to teach effectively Is nonthreatening but still professional in setting expectations and follow-through with consequences Is knowledgeable in the course subject matter Able to interact with students and faculty in positive, productive and non-judgmental manner Able to problem solve effectively Documents interactions (anecdotal notes) Writes academic alerts when appropriate Works with students in a caring way Gives frequent and timely feedback to students concerning their course performance Faculty Manual F-4 5 4 3 2 1 2013-2014 Edition Appendix F Summary of student feedback on Nurse Educator Associate (Classroom Adjunct Faculty) ("Linfield College: Student Appraisal of Instruction" form): Strengths: Areas to Improve: Action Plan for Improvement:: Other Comments: Recommendation: ______Would recommend for re-hire ______Would recommend with conditions (specify): ______Would not recommend for re-hire Signature: Associate Dean of Nursing for Faculty and Program Development Date Signature: Nurse Educator Associate (Classroom Adjunct) Date (Signature not required if not recommended for rehire) This evaluation will be kept in the Nurse Educator Associate (classroom adjunct faculty) personnel file. The Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and Nurse Educator Associate (Adjunct Faculty) Liaison may access this information when searching for potential Nurse Educator Associates (classroom adjunct faculty) for nursing courses. Faculty Manual F-5 2013-2014 Edition Appendix F Evaluation Of Visiting Assistant Professor In Nursing: Self-Appraisal Approved: 04/30/12 Instructor Name: Last First Appraisal Period – From: To: Self-appraisal of teaching effectiveness: Self-appraisal of service to Linfield and the community: Goals and strategies for strengthening teaching during the next academic year: Goals and strategies for service to Linfield and the community during the next academic year: Signature: Visiting Assistant Profession in Nursing Date Signature: Dean of Nursing Date Faculty Manual F-6 2013-2014 Edition Appendix F Evaluation Of Visiting Assistant Professor In Nursing By The Dean Of Nursing Approved: 01/16/12; Last Revised: 04/30/12 Instructor Name: Last First Appraisal Period – From: To: Appraisal of teaching effectiveness: Appraisal of service to Linfield and the community: Goals and strategies for strengthening teaching during the next academic year: Goals and strategies for service to Linfield and the community during the next academic year: Signature: Dean of Nursing Date Signature: Visiting Assistant Professor in Nursing Date Faculty Manual F-7 2013-2014 Edition Appendix G Linfield-Good Samaritan School Of Nursing Procedure For Evaluating Clinical Teaching Associates (Preceptors) Approved: 04/20/11 1. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinators that clinical faculty, in the course they coordinate, must complete Clinical Teaching Associate (Preceptor) Evaluation by Faculty form and students should complete Clinical Teaching Associate (Preceptor) Evaluation by Students form. 2. Integrated Experiential Learning Coordinators request that clinical faculty, in the course they coordinate, complete the Clinical Teaching Associate (Preceptor) Evaluation by Faculty form at the end of the clinical rotation. 3. Integrated Experiential Learning Coordinators request that students, in the course they coordinate, complete the Clinical Teaching Associate (Preceptor) Evaluation by Students form at the end of the clinical rotation. 4. Clinical faculty and students complete appropriate Clinical Teaching Associate (Preceptor) Evaluation forms that are then accessed by Clinical Facilities Administrator. 5. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator if a Clinical Teaching Associate (Preceptor) Evaluation is not positive. A copy of the completed Clinical Teaching Associate (Preceptor) Evaluation by Faculty and Clinical Teaching Associate (Preceptor) Evaluation by Students forms are forwarded to Integrated Experiential Learning Coordinator along with a Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor) form. 6. Integrated Experiential Learning Coordinator, in consultation with course faculty, review the Clinical Teaching Associate (Preceptor) Evaluation forms and Criteria for Retaining or Terminating Clinical Teaching Associate (Preceptor) document; and forwards completed Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor) form to Clinical Facilities Administrator. 7. Clinical Facilities Administrator stores completed Clinical Teaching Associate (Preceptor) Evaluation by Faculty, Clinical Teaching Associate (Preceptor) Evaluation by Students, and Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor) forms in a locked filing cabinet. This data is used by course faculty to plan future clinical experiences with Clinical Teaching Associates (Preceptors). 8. Clinical Facilities Administrator summarizes data from Clinical Teaching Associate (Preceptor) Evaluation by Faculty, Clinical Teaching Associate (Preceptor) Evaluation by Students, and Decision to Retain or Terminate a Clinical Teaching Associate (Preceptor) forms; and forwards the summary to the School of Nursing Quality Improvement Committee. Faculty Manual G-1 2013-2014 Edition Appendix G 9. School of Nursing Quality Improvement Committee reviews the data to determine the quality of the clinical experiences with Clinical Teaching Associates (Preceptors), and makes appropriate recommendations to the Faculty Assembly of the School of Nursing. Faculty Manual G-2 2013-2014 Edition Appendix G Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate (Preceptor) Evaluation By Faculty Approved: 04/04/11; Last Revised: 01/26/12 Please complete this survey to evaluate the effectiveness of a Clinical Teaching Associate (Preceptor). If you have more than one Clinical Teaching Associate (Preceptor), complete this survey again for each individual. This survey should take no more than 3-4 minutes. The data will be used for internal review. (Evaluation form available on Survey Monkey.) Name of Clinical Teaching Associate (Preceptor): Name of Clinical Faculty Completing Survey: Course Number and Course Title: Clinical Agency: Semester/Year: Rate Clinical Teaching Associate (Preceptor) on the following scale: Criteria 1. Provided faculty and student with a copy of the Clinical Teaching Associate’ s (Preceptor’s) work schedule to assist in scheduling student clinical days. 2. Coordinated student’s orientation to facility, including staff roles and client expectations. 3. Ensured student identified as a student while in clinical area and not regarded as staff. 4. Fostered student’s integration into workplace culture and health care team by involving student in meetings related to client care and other appropriate professional matters. 5. Arranged for substitute Clinical Teaching Associate (Preceptor) when absent. Faculty Manual G-3 Met Not Met N/A 2013-2014 Edition Appendix G Criteria 6. Facilitated learner centered education through collaborative identification of student learning needs, open communication, informing student about learning resources, and mutual assessment of student learning outcomes. 7. Served as role model for student, demonstrating professional values and behaviors such as caring, integrity, effective interpersonal communication, critical thinking, and conflict management. 8. Provided appropriate support and encouragement to assist student to cope with stress and reduce anxiety associated with clinical practice. 9. Assisted student in learning process of prioritization that ensures safe and effective nursing care. 10. Discussed, facilitated and supervised student learning activities and outcomes. 11. Monitored student provision of nursing care to ensure client safety, and provided a safe learning environment for student. 12. Recommended appropriate clients for student to provide nursing care, and assisted with accessing agency information. 13. Provided instruction to student concerning realities of professional world of nursing practice. 14. Stimulated development of student clinical judgment and critical thinking ability through reflective practice and application of evidence based practice. 15. Provided regular constructive feedback to student regarding progress toward meeting clinical outcomes. 16. Collaborated with faculty to determine student readiness to perform skills independently. 17. Consulted with faculty regularly regarding student progress toward meeting clinical outcomes, including suggestions, problems, and concerns. Faculty Manual G-4 Met Not Met N/A 2013-2014 Edition Appendix G Criteria 18. Completed written clinical performance evaluation of student assessing attainment of clinical outcomes (as requested). Met Not Met N/A Would you recommend this professional nurse continue in the role of Clinical Teaching Associate (Preceptor) for this course? Yes No Questionable Please make any additional comments about the Clinical Teaching Associate (Preceptor). Faculty Manual G-5 2013-2014 Edition Appendix G Linfield-Good Samaritan School Of Nursing Clinical Teaching Associate (Preceptor) Evaluation By Student Approved: 04/04/11 Please use this form to evaluate your Clinical Teaching Associate (Preceptor). This should take less than 4 minutes to complete. Results of these evaluations will be reviewed to determine future Clinical Teaching Associate (Preceptor) assignments. Thank you for taking the time to complete this. Your course grade will not be affected by any of your answers. Completion of this evaluation is required for all students. (Evaluation form available on Survey Monkey.) Name of Clinical Teaching Associate (Preceptor): Course Number and Course Title: Clinical Agency: Semester/Year: Number of times worked with Clinical Teaching Associate (Preceptor): 05 times 05-10 times 10 times Rate Clinical Teaching Associate (Preceptor) on the following scale: Strongly Criteria Agree Agree Neutral Disagree 1. Assists me to apply theoretical base to clinical practice. 2. Contributes to my ability to problem solve. 3. Demonstrates enthusiasm for clinical practice. 4. Shows respect towards me in my viewpoints. 5. Facilitates critical, analytical & creative thinking. Faculty Manual G-6 Strongly Disagree N/A 2013-2014 Edition Appendix G Criteria 6. Demonstrates flexibility in working with me. 7. Inspires me to do my best in clinical. 8. Encourages me to seek help when needed. 9. Provides ongoing feedback about my nursing practice. 10. Maintains high standards for my performance in the clinical setting. 11. Is available to provide assistance. 12. Provides learning opportunities when available. 13. Overall, this Clinical Teaching Associate (Preceptor) taught well. 14. Overall this clinical was a valuable learning experience. Strongly Agree Agree Neutral Disagree Strongly Disagree N/A Would you recommend this professional nurse continue in the role of Clinical Teaching Associate (Preceptor) for this course? Yes No Questionable Please make any additional comments about your Clinical Teaching Associate (Preceptor). Faculty Manual G-7 2013-2014 Edition Appendix G Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate Clinical Teaching Associate (Preceptor) Revised: 04/20/11 Data from the attached Clinical Teaching Associate (Preceptor) Evaluation by Faculty and Clinical Teaching Associate (Preceptor) Evaluation by Student forms question the retention of a Clinical Teaching Associate (Preceptor) in the course you coordinate. After consulting with course faculty; complete this form indicating the decision to retain or terminate the Clinical Teaching Associate (Preceptor) and state rationale for the decision. Please refer to the Criteria for Retaining or Terminating Clinical Teaching Associate (Preceptor) document. Please email or return to the mailbox of School of Nursing Clinical Facilities Administrator when completed. Clinical Teaching Associate (Preceptor): Clinical Agency: Unit or Location: Integrated Experiential Learning Coordinator: Course Number and Title: Semester/Term and Year: What decision has the course faculty made concerning retention or termination of the Clinical Teaching Associate (Preceptor)? Retention Termination Please explain the reason(s) for retention or termination of the Clinical Teaching Associate (Preceptor): Faculty Manual G-8 2013-2014 Edition Appendix G Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or Terminating Clinical Teaching Associate (Preceptor) Revised: 04/04/11 Code Explanation Status 1 Rated high by both faculty and student(s) Retain 2 Mixed ratings by faculty and/or students but still have good rationale for retaining Low ratings by faculty and/or students Low ratings by both faculty and student(s) with no good rationale for retaining Retain 3 4 Re-evaluate Terminate (Based on data from Clinical Teaching Associate (Preceptor) Evaluation by Faculty form and Clinical Teaching Associate (Preceptor) Evaluation by Student form.) Faculty Manual G-9 2013-2014 Edition Appendix H Request By Faculty For New Clinical Agency Affiliation Revised: 06/09/10 Date: ___________ Academic Year: __________ Name of Agency: Address: City/State/Zip: Contact Person: Title: Phone Number: Email Address: Semester/Term: Dates: Course Number and Title (Course Outcomes Attached): Faculty Responsible for Clinical Supervision: Phone: Pager: Number of Students: Days/Hours: Clinical Units: Type of Care: (e.g., long term, oncology, hospice, med-surg, senior service, etc.) Description of Educational Experiences Requested: Complete this form and return to the Clinical Facilities Administrator. Faculty Manual H-1 2013-2014 Edition Appendix H Linfield College Clinical Affiliation Agreement Last Revised: 07/10/13 MEMORANDUM OF UNDERSTANDING: BETWEEN LINFIELD COLLEGE, HEREINAFTER CALLED THE COLLEGE, AND <<Agency>> HEREINAFTER CALLED THE AGENCY, FOR PROVISION OF NURSING EDUCATIONAL EXPERIENCES FOR STUDENTS FOR THE PERIOD ___________THROUGH _____________. I. GENERAL POLICIES A. The parties agree to cooperate in the provision of clinical experiences for students seeking a bachelor’s degree from the College. B. There will be a mutual agreement between the AGENCY and the COLLEGE concerning the number of students and the amount of clinical supervision to be exercised by faculty of the COLLEGE during each semester/session of the school year. C. It is mutually understood that circumstances might arise on the part of either party which would prevent placement of students in the AGENCY during any particular semester of the school year. D. Clinical placement of a student who is an existing employee of the AGENCY requires prior approval by the AGENCY (see Appendix B). If a Clinical Teaching Associate (Preceptor) is supervising the student, the Clinical Teaching Associate (Preceptor) may have no line of authority to the student related to his/her employment. Students may not receive compensation from the AGENCY for their clinical practice experience. E. This agreement will be in effect for two years from the date hereof, and will automatically be extended from year to year for a period of five (5) years unless one of the parties notifies the other party in writing sixty (60) days prior to the end of any early period that the contract is not to be renewed for the following year. F. This agreement may be terminated at any time by mutual agreement of the parties. Either party may terminate this agreement at any time upon giving ninety (90) days written notice. The AGENCY may request the COLLEGE to withdraw from the clinical experience program any student who, in AGENCY’S judgment, is not performing satisfactorily, or who refuses to follow AGENCY’S administrative and patient care policies, procedures, rules and regulations, including those involving behavior, dress and hygiene. Such requests must be in writing and must include a statement of the reason or reasons why AGENCY desires COLLEGE to withdraw the student. Faculty Manual H-2 2013-2014 Edition Appendix H II. COLLEGE’S RESPONSIBILITIES A. The COLLEGE will assign nursing faculty to be responsible for the students’ nursing educational experiences in the AGENCY and for appropriate orientation of faculty and students. B. The COLLEGE will plan for the learning experiences of each of its students; this will include case selection, hours for class and laboratory practice, course content, methods of teaching, and evaluation of students’ program in meeting course outcomes. C. The COLLEGE faculty members responsible for the clinical supervision of students will meet with appropriate AGENCY personnel and interpret the student programs. They will also be responsible for obtaining an understanding of current AGENCY practices sufficient to direct the students in AGENCY setting. D. In courses where COLLEGE faculty members provide indirect supervision and AGENCY registered nurse Clinical Teaching Associates (Preceptors) provide direct supervision of students, such Clinical Teaching Associates (Preceptors) will be selected according to the COLLEGE’S selection process and Clinical Teaching Associate (Preceptor) Selection Criteria. Clinical Teaching Associates (Preceptors) will be informed of the roles of the Clinical Teaching Associate (Preceptor), student, and supervising faculty (see, Appendix A). E. The COLLEGE will assume responsibility of ascertaining that the students involved are in satisfactory health. COLLEGE faculty and students will comply with all AGENCY policies, standards, procedures, rules and regulations, including all health requirements. Faculty and students have received criminal background checks, and complete StudentMax orientation training annually. Every two years faculty and students renew CPR training. F. The COLLEGE acknowledges the existence of the Health Insurance Portability and Accountability Act of 1996 (HIPAA), and agrees that COLLEGE faculty members and students will comply with all applicable requirements of HIPAA related to the confidentiality of client records or other client identifying information. G. The COLLEGE will provide comprehensive liability and malpractice insurance for the nursing practice by its students and instructors in connection with its educational program. The COLLEGE will secure and maintain in full force and effect during the full term of the agreement Worker’s Compensation coverage for any injury, illness or disease to any faculty participating in the program. Students will be required to carry their own (or the College’s) health insurance. H. Each student and faculty member is responsible for the cost for his or her own medical care incurred as a result of accident or illness during the clinical experience all or part of which is not covered by Workmen’s Compensation or health insurance. Faculty Manual H-3 2013-2014 Edition Appendix H I. The COLLEGE, faculty and students shall indemnify and hold the AGENCY harmless from any and all claims made against the AGENCY which arise out of any act, error, omission or negligence of faculty or students of the COLLEGE. The AGENCY shall indemnify and hold the COLLEGE, faculty and students harmless from any and all claims made against the COLLEGE which arise out of any act, error, omission or negligence of the AGENCY. J. The COLLEGE shall provide comprehensive and professional liability insurance in the amount of at least $1,000,000 covering both students and faculty for any and all liability that may arise out of a student or faculty member’s participation in the clinical or educational experience. The COLLEGE shall provide the AGENCY a certificate of insurance for same. K. The COLLEGE shall provide the AGENCY with thirty (30) days written notice prior to reduction or cancellation of the policy. L. The COLLEGE will provide, without cost to the AGENCY, the faculty resources and clinical supervision necessary for direction of the students covered by this agreement. III. AGENCY RESPONSIBILITIES A. The AGENCY will provide, without cost to the COLLEGE and its students, clinical resources and facilities for use in their educational experiences. B. AGENCY nursing staff will maintain responsibility for the patient and the quality of nursing care. B. It is understood between the parties that under no circumstance is any assigned student or faculty member of the COLLEGE to be considered an agent or employee of the AGENCY. It is further understood that assigned students shall be considered learners and shall not be utilized by the AGENCY to replace or supplement members of AGENCY staff. Date: Signed: Administrative Officer or Director of Nursing Title: Date: Faculty Manual Signed: H-4 Dean of Nursing Linfield College 2013-2014 Edition Appendix H Appendix A: Clinical Teaching Associate (Preceptor) Selection Process ADDENDUM: In the NURS 475 Integrated Experiential Learning IV course where Linfield College faculty members provide indirect supervision and AGENCY registered nurse Clinical Teaching Associates (Preceptors) provide direct supervision of students, such Clinical Teaching Associates (Preceptors) will be selected according to the college’s Clinical Teaching Associate (Preceptor) Selection Criteria. Purpose To provide guidelines for coordinating the Clinical Teaching Associate (Preceptors) studentfaculty relationship. Definition Of A Clinical Teaching Associate A Clinical Teaching Associate (Preceptor) is a registered nurse who has undergone specific education/training to serve as a role model, resource, and coach for nursing students. The Clinical Teaching Associate (Preceptor) functions under the direction of the Nurse Educator or Nurse Educator Associate (Adjunct Faculty). (From Oregon State Board of Nursing, Oregon Administrative Rules, Division 21 Standards for the Approval of Education Programs in Nursing Preparing Candidates for Licensure as Practical or Registered Nurses, 2010). The NURS 475 Integrated Experiential Learning IV course, which requires the use of Clinical Teaching Associates (Preceptors), will follow procedures developed by faculty: 1. The Nurse Manager/Designee of the unit/agency will recommend appropriate Clinical Teaching Associates (Preceptors) for students placed in that unit/agency based on the Clinical Teaching Associate (Preceptor) selection criteria. 2. The supervising faculty will discuss with the Clinical Teaching Associate (Preceptor) the Clinical Teaching Associate (Preceptor) selection criteria and the roles of the Clinical Teaching Associate (Preceptor), student and supervising faculty. 3. The supervising faculty will return the signed Clinical Teaching Associate (Preceptor) Selection Criteria form in the Clinical Teaching Associate (Preceptor) Manual to the School of Nursing Clinical Facilities Administrator for filing and inclusion in the Clinical Teaching Associate (Preceptor) database. 4. The Integrated Experiential Learning Coordinator will provide a copy of the course syllabus and the Linfield-Good Samaritan School of Nursing Clinical Teaching Associate (Preceptor) Manual to the Clinical Teaching Associate (Preceptor). Faculty Manual H-5 2013-2014 Edition Appendix H Clinical Teaching Associate (Preceptor) Selection Criteria Clinical Teaching Associate (Preceptor) selection will be based on the recommendation of the Nurse Manager/Designee regarding professionalism and organizational/leadership skills based on competencies listed below: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Current unencumbered registered nurse license in the state where the clinical agency is located. Has the equivalent of at least two years of full-time experience as a registered nurse. Bachelor’s Degree in Nursing preferred. Demonstrates knowledge and expertise in providing nursing care to diverse populations, implementing standards of conduct, performance, and ethics. Demonstrates effective communication skills in written and verbal forms, and is comfortable delivering constructive feedback. Demonstrates an interest in sharing knowledge with students and staff through role modeling and teaching. Is proficient in clinical teaching, and provides support without rescuing, finds the “teachable moment,” and believes in the individual’s potential. Demonstrates effective interpersonal skills and aids in the professional socialization of others. Demonstrates strong organizational skills and ability to prioritize patient care. Demonstrates commitment to own professional development and to the role of Clinical Teaching Associate (Preceptor). Demonstrates knowledge of leadership principles such as coaching, reinforcing and encouraging initiative. Demonstrates knowledge of the use of evidence-based practice in the clinical area. Demonstrates sensitivity to individuals and teams, and skill in conflict resolution. Perceives and is aware of needs, feelings and concerns of others and reacts appropriately. Adapted From: Kramer, N. (1993). Preceptorship policy: A tool for success. Journal of Continuing Education in Nursing, 24(6), 274-276, and SW Washington Medical Center RN Preceptor Selection Criteria. Approved: 08/25/03; Last Revised: 06/18/13 Faculty Manual H-6 2013-2014 Edition Appendix H Appendix A: Clinical Teaching Associate (Preceptor), Student And Faculty Roles Clinical Teaching Associate (Preceptor) Role 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Provides faculty and the student with a copy of the Clinical Teaching Associate’s (Preceptor’s) work schedule to assist in scheduling the student’s clinical days. Coordinates the student’s orientation to the facility, including staff roles and client expectations. Ensures the student is identified as a student while in the clinical area and is not regarded as staff for the clinical site. Fosters the student’s integration into the workplace culture and the health care team by involving the student in meetings related to client care and other appropriate professional matters. Arranges for a substitute Clinical Teaching Associate (Preceptor) when absent. Facilitates learner centered education through collaborative identification of the student’s learning needs, open communication, informing the student about learning resources, and mutual assessment of the student’s learning outcomes. Serves as a role model for the student, demonstrating professional values and behaviors such as caring, integrity, effective interpersonal communication, critical thinking, and conflict management. Provides appropriate support and encouragement to assist the student to cope with stress and reduce anxiety associated with clinical practice. Assists the student in learning the process of prioritization that ensures safe and effective nursing care. Discusses, facilitates and supervises student learning activities and outcomes. Monitors the student’s provision of nursing care to ensure client safety, and provides a safe learning environment for the student. Recommends appropriate clients for the student to provide nursing care, and assists with accessing agency information. Provides instruction to the student concerning the realities of the professional world of nursing practice. Stimulates development of the student’s clinical judgment and critical thinking ability through reflective practice and the application of evidence based practice. Provides regular constructive feedback to the student regarding progress toward meeting clinical outcomes. Collaborates with faculty to determine the student’s readiness to perform skills independently. Consults with faculty regularly regarding the student’s progress toward meeting the clinical outcomes, including suggestions, problems, and concerns. Completes a written clinical performance evaluation of the student assessing the attainment of clinical outcomes (as requested). Faculty Manual H-7 2013-2014 Edition Appendix H Student Role 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Negotiates with the Clinical Teaching Associate (Preceptor) and faculty to schedule clinical days. Participates in orientation per agency policy/ Clinical Teaching Associate (Preceptor) instructions, and complies with agency policies, standards, procedures, rules and regulations. Notifies Clinical Teaching Associate (Preceptor) and faculty of absences per course syllabus and negotiates makeup hours. Provides written learning outcomes to the Clinical Teaching Associate (Preceptor) and faculty, and discusses strategies for meeting clinical outcomes. Demonstrates motivation, initiative, and a willingness to learn in the clinical setting. Assumes responsibility for learning by asking pertinent questions and being prepared for clinical experiences. Demonstrates stewardship by acting with integrity in an accountable and responsible way to ensure professional nursing care is provided to clients. Keeps faculty informed about clinical experiences, including any concerns regarding the student’s role, client or student safety, or standards of conduct, performance and ethics. Requests appropriate assistance when doing a new skill or if uncertain about how to perform a skill. Only provides nursing care to the level taught and determined competent by the Clinical Teaching Associate (Preceptor) and faculty. When administering medications, the student reviews information about the drugs and knows the contraindications, actions, interactions, side effects, and age specific considerations of the drugs. The student knows why the clients are receiving the medications, and performs any indicated assessment. Assesses own progress toward meeting clinical outcomes, and communicates learning needs to faculty and the Clinical Teaching Associate (Preceptor). Is open to constructive criticism from faculty and the Clinical Teaching Associate (Preceptor), and uses feedback to improve nursing practice. Meets clinical outcomes as stated in the course syllabus. Completes a written clinical performance self-evaluation assessing the attainment of clinical outcomes. Faculty Role 1. 2. 3. 4. Notifies the student of the Clinical Teaching Associate’s (Preceptor’s) name and phone number, and facilitates scheduling of the student’s clinical days. Orients the student to the course; including clinical outcomes and requirements of the course, as well as role expectations of the student, faculty, and the Clinical Teaching Associate (Preceptor). Orients the Clinical Teaching Associate (Preceptor) to the nursing curriculum; the course, including clinical outcomes, requirements of the course, and evaluation methods; and role expectations of the Clinical Teaching Associate (Preceptor), faculty and the student. Ensures the student has completed the School of Nursing Health Passport requirements and additional clinical site requirements. Faculty Manual H-8 2013-2014 Edition Appendix H 5. 6. 7. 8. 9. 10. 11. 12. Complies with agency policies, standards, procedures, rules and regulations. If the student is employed by the clinical agency, faculty coaches the student about the differences between the student’s role as employee and as student. Faculty ensures that the student wears the student name badge. The Clinical Teaching Associate (Preceptor) must not have any line of authority to the student related to the student’s employment. Communicates weekly with the student on an individual basis or in group praxis seminars to monitor progress toward meeting clinical outcomes. Demonstrates commitment to the partnership between faculty and the Clinical Teaching Associate (Preceptor) in facilitating the student’s application of theoretical knowledge to practice and socialization into nursing practice. Ongoing communication with the Clinical Teaching Associate (Preceptor) in the clinical area or by telephone/email contact for information about student progress in meeting clinical outcomes, and the Clinical Teaching Associate’s (Preceptor’s) experience with teaching and evaluating the student. Provides constructive feedback to Clinical Teaching Associate (Preceptor) to facilitate development of the Clinical Teaching Associate’s (Preceptor’s) teaching and evaluation skills with students. Available by telephone/email to the student and the Clinical Teaching Associate (Preceptor) for problem solving or other relevant matters during all clinical hours. Assists the student and the Clinical Teaching Associate (Preceptor) with the evaluation process; and is responsible for the final clinical evaluation of the student. References Altmann, T. (2006). Preceptor selection, orientation, and evaluation in baccalaureate nursing education. International Journal of Nursing Scholarship, 3 (1), 1-16. Boyer, S. (2008). Competence and innovation in preceptor development: Updating our program. Journal for Nurses in Staff Development, 24 (2), E1-E6. Luhanga, F., Yonge, O., & Myrick, F. (2008). Failure to assign failing grades: Issues with grading the unsafe student. International Journal of Nursing Education Scholarship, 5 (1), article 8, 1-14. Myrick, F., & Yonge, O. (2002). Preceptor behaviors integral to the promotion of student critical thinking. Journal for Nurses in Staff Development, 18 (3), 127-133. Myrick, F., & Yonge, O. (2002), Preceptor questioning and student critical thinking. Journal for Professional Nursing, 18 (3), 176-181. Seldomridge, L., & Walsh, C. (2006). Evaluating student performance in undergraduate preceptorships. Journal of Nursing Education, 45 (5), 169-176. Yonge, O., Billay, D., Myrick, F., & Luhanga, F. (2007). Preceptorship and mentorship: Not merely a matter of semantics. International Journal of Nursing Education Scholarship, 4 (1), article 19, 1-13. Faculty Manual H-9 2013-2014 Edition Appendix H Yonge, O., Ferguson, L., Myrick, F., & Haase, M. (2003). Faculty preparation for the preceptorship experience: The forgotten link. Nurse Educator, 28 (5), 210-211. Yonge, O., Hagler, P., Cox, C., & Drefs, S. (2008). Listening to preceptors. Journal of Nurses in Staff Development, 24 (1), 21-26. Yonge, O., Myrick, F., & Haase, M. (2002). Student nurse stress in the preceptor experience. Nurse Educator, 27 (2), 84-88. Approved: 08/25/03; Last Revised: 06/18/13 Faculty Manual H-10 2013-2014 Edition Appendix H Appendix B: Approval Of Student Clinical Placement At Place Of Employment Process Students will not be placed at a clinical site where they are employed without prior agency approval. To document clinical agency approval, the Integrated Experiential Learning Coordinator will communicate with the clinical agency manager to receive approval. The Integrated Experiential Learning Coordinator will complete the Approval of Student Clinical Placement at Place of Employment form and return it to the School of Nursing Clinical Facilities Administrator for filing. Students in NURS 475 Integrated Experiential Learning IV may contact the Integrated Experiential Learning Coordinator and request clinical placement at their place of employment. The Integrated Experiential Learning Coordinator will: 1. Contact the manager of the clinical site, communicate the student’s wishes to have a clinical experience at the site, and provide information about the course, including the course outcomes. 2. Discuss the expectations for the clinical experience and determine that role clarity will be maintained. 3. Determine if the clinical agency demonstrates and sustains accreditation or licensing by an appropriate evaluating body and provides: a. b. c. d. e. a written statement of the philosophy and objectives of the agency; an environment in which course outcomes may be met; a staff sufficient in preparation, experience and stability to provide safe and effective client care; a sufficient number and variety of clients to meet the learning needs of the student; and physical facilities, instructional resources, supplies and equipment adequate for use in the learning experience. 4. Ensure that the clinical placement abides by the placement regulations from the State Board of Nursing with jurisdiction over the particular clinical site. 5. If the preceptor model of clinical teaching is used, ensure that the Clinical Teaching Associate (Preceptor) does not have any line of authority to the student related to the student’s employment. 6. Confirm that no compensation will be received by the student while in the student role. Approved: 05/23/12; Last Revised: 06/18/13 Faculty Manual H-11 2013-2014 Edition Appendix H Appendix B: Approval Of Student Clinical Placement At Place Of Employment Form Directions Without prior approval, students will not be placed at a clinical agency where they are employees. After communicating with the clinical agency Manager, the Integrated Experiential Learning Coordinator completes this form to indicate if the agency has approved the placement of a student that is employed by the agency. The completed form is to be submitted to the School of Nursing Clinical Facilities Administrator for filing. Student’s Name: Semester and Year: Course: Integrated Experiential Learning Coordinator’s Name: Agency: Clinical Agency Manager’s Name: Please indicate with a check if the clinical agency manager approved the clinical placement of the student at the agency where the student is employed. Approved Did Not Approve Please indicate with a check if the clinical agency manager approved the clinical placement of the student on the unit where the student works. Approved Did Not Approve Comments: Approved: 05/23/12; Last Revised: 06/18/13 Faculty Manual H-12 2013-2014 Edition Appendix H Linfield College Agency Profile Name of Agency: Please place a check mark “X” in front of each of the following criteria met by your clinical agency. At the bottom of this form please specify the approval body of the agency. The Agency: Provides a written statement of the philosophy and objectives (please obtain and forward to the Clinical Facilities Administrator). Provides a staff sufficient in preparation, experience, and stability to provide safe and effective client care. Provides a sufficient number and variety of clients/patients to meet the learning needs of the student. Provides physical facilities, instructional resources, supplies and equipment adequate for use in the learning experience. Demonstrates and sustains accreditation or licensing by an appropriate evaluating body (e.g., Joint Commission for Accreditation of Health Organization, Oregon State Health Division, Mental Health Division) Specify Approval Body Expiration of Accreditation/ Licensure Additional Comments Signature: Date: Title: Please complete this form and return with contract to Linfield College Faculty Manual H-13 2013-2014 Edition Appendix H Clinical Teaching Associate (Preceptor) Selection Criteria Approved: 08/25/03; Last Revised: 11/12/12 Clinical Teaching Associate (Preceptor) selection will be based on the recommendation of the Nurse Manager/Designee regarding professionalism and organizational/leadership skills based on competencies listed below: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Current unencumbered registered nurse license in the state where the clinical agency is located. Has the equivalent of at least two years of full-time experience as a registered nurse. Bachelor’s Degree in Nursing preferred. Demonstrates knowledge and expertise in providing nursing care to diverse populations, implementing standards of conduct, performance and ethics. Demonstrates effective communication skills in written and verbal forms, and is comfortable delivering constructive feedback. Demonstrates an interest in sharing knowledge with students and staff through role modeling and teaching. Is proficient in clinical teaching, and provides support without rescuing, finds the "teachable moment," and believes in the individual's potential. Demonstrates effective interpersonal skills and aids in the professional socialization of others. Demonstrates strong organizational skills and ability to prioritize patient care. Demonstrates commitment to own professional development and to the role of Clinical Teaching Associate (preceptor). Demonstrates knowledge of leadership principles such as coaching, reinforcing and encouraging initiative. Demonstrates knowledge of the use of evidence based practice in the clinical area. Demonstrates sensitivity to individuals and teams, and skill in conflict resolution. Perceives and is aware of needs, feelings and concerns of others and reacts appropriately. Agency Academic Year Clinical Teaching Associate (Preceptor) Signature Faculty Signature Print Name Print Name Highest Nursing Degree Earned Number of Years in Clinical Practice Date Date Unit Course Faculty Manual H-14 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Procedure For Placement Of Student Nurses In Local Clinical Agencies Approved: 02/10/11; Last Revised: 07/17/13 Eight weeks prior to the start of the clinical rotation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Integrated Experiential Learning Coordinator notifies Clinical Facilities Administrator of the number of students enrolled in course at that time. Integrated Experiential Learning Coordinator and Clinical Facilities Administrator review list of approved placements for the clinical rotation (both StudentMax grid approved placements and those that are not on the StudentMax system). If approved sites are less than the number of enrolled students, Integrated Experiential Learning Coordinator brainstorms possible new placements. Clinical Facilities Administrator makes request for new placements on StudentMax system or via facility placement coordinator. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator of approval or denial of new placement requests. Clinical Facilities Administrator ensures a current clinical affiliation agreement is on file for each clinical placement. A clinical affiliation agreement is required for each clinical site. If there is no clinical affiliation agreement, Integrated Experiential Learning Coordinator will complete the “Request by Faculty for New Clinical Agency Affiliation” form and submit to Clinical Facilities Administrator for processing. Integrated Experiential Learning Coordinator places student at appropriate facility. Integrated Experiential Learning Coordinator sends completed placement list to Clinical Facilities Administrator. Clinical Facilities Administrator sends email requests for confirmation of clinical placements including: a. Brief course overview Clinical dates/times b. c. Integrated Experiential Learning Coordinator contact information d. Clinical instructor contact information e. Student nurse name(s) f. Deadline for confirmation Clinical Facilities Administrator answers general questions from clinical site representatives, referring in-depth questions to Integrated Experiential Learning Coordinator. Clinical Facilities Administrator tracks confirmations and gives Integrated Experiential Learning Coordinator weekly status reports via email. Clinical Facilities Administrator submits the list of confirmed placements to the Integrated Experiential Learning Coordinator via email attachment as soon as completed. Clinical Facilities Administrator will arrange electronic documentation, medication, Glucometer and Security access for clinicals as indicated. Integrated Experiential Learning Coordinator and clinical faculty make certain that student completes the necessary education and legal requirements for facility. Faculty Manual H-15 2013-2014 Edition Appendix H 15. Upon completion of the clinical placement, Clinical Facilities Administrator will initiate evaluation process of clinical agency (and preceptor, if appropriate) by students and clinical instructor. Faculty Manual H-16 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Procedure For Placement Of Student Nurses In National Clinical Agencies Approved: 02/10/11; Last Revised: 07/17/03 Twelve weeks prior to the start of the clinical rotation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Student notifies Integrated Experiential Learning Coordinator that he/she would like to participate in a clinical experience outside of the Portland-Vancouver metropolitan area. Student completes application/paperwork for this item and returns it to the appropriate, Integrated Experiential Learning Coordinator. Integrated Experiential Learning Coordinator reviews application and either approves or denies the placement. If denied, student will be placed in a clinical area within the Portland-Vancouver metropolitan area. If approved, the student will make initial contact with the facility of their choice and advocate for clinical placement at this site. Student and Integrated Experiential Learning Coordinator must abide by the placement regulations from the State Board of Nursing with jurisdiction over the particular clinical site. If fees are associated with a clinical placement, Integrated Experiential Learning Coordinator will confirm with the Dean of Nursing prior to going forward with the placement. A clinical affiliation agreement is required for each clinical site. Integrated Experiential Learning Coordinator completes the “Request by Faculty for New Clinical Agency Affiliation” form for each new clinical affiliation agreement that is requested. Completed Linfield-Good Samaritan School of Nursing “Request by Faculty for New Clinical Agency Affiliation” form is given to Clinical Facilities Administrator who will send clinical affiliation agreement to site along with “Linfield-Good Samaritan School of Nursing Agency Profile” document. When signed clinical affiliation agreement is returned to Linfield College, Clinical Facilities Administrator will have the Dean of Nursing sign two copies. One copy will be retained by the college and the second copy will be returned to the clinical agency. After signed clinical affiliation agreement has been returned, Clinical Facilities Administrator will send information to the Linfield College Human Resources Department at the McMinnville Campus. The Human Resources Department will have a certificate of liability insurance issued for the clinical site. Integrated Experiential Learning Coordinator makes certain that student completes the necessary education and legal requirements for facility. Clinical Facilities Administrator confirms student placement with manager/designee. Upon completion of the clinical placement, Clinical Facilities Administrator will initiate evaluation process of preceptor and clinical agency by students and clinical instructor. Faculty Manual H-17 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Procedure For Placement Of RN-BSN Students In International Clinical Agencies Approved: 12/03/10; Last Revised: 07/17/13 Twelve weeks prior to the start of the clinical rotation: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Student notifies Integrated Experiential Learning Coordinator that he/she would like to participate in an international clinical experience. Student completes application for this option. Integrated Experiential Learning Coordinator reviews applications and either approves or denies the placement. If denied, student will be placed in a local clinical setting. If approved, the Integrated Experiential Learning Coordinator will make official contact with the facility. Student and/or Integrated Experiential Learning Coordinator must abide by the placement regulations for the particular clinical site. If fees are associated with a clinical placement, Integrated Experiential Learning Coordinator will receive pre-approval from the Dean of Nursing prior to going forward with the placement. A clinical affiliation agreement is required for each clinical site. Integrated Experiential Learning Coordinator completes the “Request By Faculty for New Clinical Agency Affiliation” form for each new clinical affiliation agreement that is requested. Completed “Request By Faculty for New Clinical Agency Affiliation” form is given to Clinical Facilities Administrator who will send a clinical affiliation agreement to the site along with the “Linfield-Good Samaritan School of Nursing Agency Profile” document. When signed clinical affiliation agreement is returned to Linfield College, Clinical Facilities Administrator will have the Dean of Nursing sign two copies. One copy will be retained by the college and the second copy will be returned to the clinical agency. After signed clinical affiliation agreement has been returned, Clinical Facilities Administrator will send information to the Linfield College Human Resources Department at the McMinnville Campus. The Human Resources Department will have a certificate of liability insurance issued for the clinical site. Integrated Experiential Learning Coordinator makes certain that student completes the necessary education and legal requirements for the facility. Clinical Facilities Administrator confirms student placement with clinical site manager/designee. Upon completion of the clinical placement, Clinical Facilities Administrator will initiate evaluation process of preceptor and clinical agency by student and clinical instructor. Faculty Manual H-18 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Application Checklist For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program Approved: 11/09/09; Last Revised: 01/10/13 Submit all forms to Alex Asbury ([email protected]). Required Documents for International RN-BSN NURS 475 Integrated Experiential Learning IV Clinical Experience: Completed application form A one page typed essay A signed Student Agreement form Retain one copy with your personal records as a reference Return the signed original with your completed application One required recommendation form Must be provided by a full-time Linfield College nursing faculty member, who was your instructor in a course(s) A copy of your most recent Linfield College transcript (WebAdvisor copy is acceptable) A minimum 2.75 cumulative GPA is required at the time your application is submitted. Consent for Release of Information form Faculty Manual H-19 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Application For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program Approved: 11/09/09; Last Revised: 01/10/13 Please type or print clearly in ink. GENERAL INFORMATION Student Name (as it appears on your passport): Last First Middle Initial Term/Year: Linfield ID Number: Student Contact Information: Street Address: City: Student Phone: Linfield E-mail: State: Cell Phone: Zip: Gender (circle): Male Female Citizenship: Passport No: Date of Birth: Expiration Date: EMERGENCY CONTACT INFORMATION Name: Relationship: Street: City: State: Zip: Home Phone: Work Phone: Cell Phone: E-mail: Name: Relationship: Street: City: Zip: Home Phone: Work Phone: Cell Phone: E-mail: ACADEMIC INFORMATION When did you enroll at Linfield? Spring Fall Anticipated Graduation Date (Month/Year): Previous Foreign Language Training (Please list all foreign languages studied) Course: Course: Course: Course: Faculty Manual State: Year GPA Institution: Institution: Institution: Institution: H-20 2013-2014 Edition Appendix H Essay Please type a one page, double spaced essay on a separate sheet of paper. Include your name, planned term of travel, and any extensive period(s) of time spent outside of the United States. Tell us what it means to you to earn the privilege to represent Linfield-Good Samaritan School of Nursing in this NURS 475 Integrated Experiential Learning IV RN-BSN international clinical experience and how it applies to your future goals. What specific outcomes do you expect to achieve from this international clinical experience? How will your activities lead to achievement of NURS 475 Integrated Experiential Learning IV course outcomes? How will you prepare yourself for international travel, for knowledge of the health policies, health issues, and worldview of the host country? How will you prepare yourself to be culturally responsive to the host country? How do you plan to debrief following the international clinical experience? Program Commitment These programs require extensive academic and logistical planning and preparation on the part of the faculty and the administration, as well as on the part of participating students. By signing this form, you are indicating that YOU ARE COMMITTED TO SUCCESSFULLY COMPLETE the course/program requirements and to fully participate in all activities required of you before, during and after the program. The information provided in this application is true and complete to the best of my knowledge. Student Signature: Date: Approved: 11/09/09; Last Revised: 01/10/13 Faculty Manual H-21 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Description Of Student Responsibilities For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program Approved: 11/09/09; Last Revised: 01/10/13 Student Agreement Form (Please make two copies; one copy for Student and one copy to Alex Asbury ([email protected]) PLEASE READ CAREFULLY Along with the opportunities and privileges offered in this NURS 475 Integrated Experiential Learning IV RN-BSN International Clinical Experience, participation carries certain responsibilities. Please read this document carefully to inform yourself of the obligations and responsibilities as a candidate. Keep one copy with your personal records for future reference and return the other signed copy with your application to Alex Asbury ([email protected]). 1. Be knowledgeable about the Linfield College International Program and policies (http://www.linfield.edu/ipo.html). 2. Passport and visa fees are the responsibility of each student. Submit a copy of your passport and visa to Alex Asbury. 3. Application fees, travel expenses, transportation, lodging and food are the responsibility of the student or may be covered by the international agency. 4. The student will purchase international travel insurance as required by the Linfield College Office of International Programs. Proof of appropriate international insurance coverage documentation must be submitted one month prior to your travel. Please send the documentation to Alex Asbury. 5. Obtaining and paying for travel immunizations are the responsibility of the student. 6. If you opt to withdraw from the course, you must do so in accordance with the policy of Linfield College. Please refer to the College Schedule per semester. 7. All course requirements for NURS 475 Integrated Experiential Learning IV must be met satisfactorily to pass the course. Final Acceptance Final acceptance into the program is contingent upon: 1. 2. 3. 4. Completed application submitted to Alex Asbury. Completion of and acceptance by Mission/Organization/Agency, with signed contract in place prior to travel. Successful academic performance in the semester(s) and terms prior to departure. Completed Health Passport form, with up-to-date requirements. Met specific health requirements for entry into host country. Faculty Manual H-22 2013-2014 Edition Appendix H 5. 6. Your signature at the bottom of this form gives permission to the Dean of Nursing and the Associate Dean of Nursing for Faculty and Program Development to have access to your Linfield record in order to assess your eligibility to participate in an off-campus course experience. Must be approved by a faculty panel Questionnaires/Evaluations In the interest of improving the program from year to year on the basis of student feedback, the college requires each participant in off-campus study to fill out a detailed questionnaire/evaluation upon his/her return. Behavioral Responsibilities I am aware of expected behavioral responsibilities while participating in an international clinical experience as part of NURS 475 Integrated Experiential Learning IV. As a guest in a foreign country, I agree to conduct myself at all times in a manner that does not infringe upon the customs and mores of the country in which the clinical experience is being conducted. I further agree to conduct myself at all times in a demeanor that does not infringe upon the rights and safety of other participants in the program. I agree to adhere to all policies and procedures outlined in the Linfield College Student Handbook. I acknowledge that any inappropriate behavior that could lead to possible disruption of the program, is cause for dismissal from the program without monetary refund of any kind and without academic credit for this course. Changes To Academic And Social Standing After Being Accepted The offer of an international clinical placement will be rescinded if there are changes to the academic or social standing of the candidate that violate minimum requirements. Release Agreement And Assumption Of Risk I am aware that the above-named international clinical placement in which I wish to enroll and the activities related thereto involve certain risks and hazards, including without limitation, the risks and hazards of travel, including travel in foreign countries and lands; subjection to the rules, laws and procedures, legal or otherwise, of such other countries and lands; and the risks and hazards inherent in unstable political, economic or military climates; therefore, in consideration of my acceptance and enrollment in the above-named program, I agree as follows: 1. I do hereby ASSUME ALL RISKS associated with said course and related activities, and I do hereby RELEASE, INDEMNIFY, and HOLD HARMLESS LINFIELD COLLEGE and its agents, contractors, employees, volunteers, officers, directors and Trustees (hereinafter collectively called "Releasees") from any and all losses, damages, claims, demands, actions or suits of any nature whatsoever, whether for personal injury, death or property damage, expressly including any and all civil, regulatory or administrative claims, which may arise out of my participation in said program and related activities, including injury or damage which may result in whole or in part from the negligence of Releasees. 2. I do hereby certify that I have fully acquainted myself with and understand the nature and requirements of this international clinical placement and related activities and that I am fully capable, physically and otherwise, of participating therein without any restrictions, Faculty Manual H-23 2013-2014 Edition Appendix H reservations or limitations whatsoever. 3. This agreement shall be construed in accordance with the laws of the State of Oregon, and venue for any dispute related hereto shall lie exclusively in the Circuit Court for the State of Oregon in McMinnville, Yamhill County, Oregon. 4. I have carefully read this Agreement and have signed it of my own free will. I am aware that THIS IS A RELEASE OF LIABILITY AND IS A BINDING CONTRACT between Linfield College and myself, and agree that it shall likewise be binding upon my heirs, executors, administrators and assigns. I have read and understood the above and agree to the conditions and responsibilities related to participation in the NURS 475 Integrated Experiential Learning IV clinical experience. Full Name (Printed) Date: Signature Faculty Manual H-24 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Recommendation For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program Approved: 11/09/09; Last Revised: 01/10/13 Student: Please complete this section. Student Name (printed): Student Signature: (By signing this form, I have waived my right to see or be given a copy of this recommendation.) NURS 475 Integrated Experiential Learning IV RN-BSN Clinical Experience Preference [country]: Full-time Linfield College Nursing Faculty Member: Please complete this section. The student named above is applying for NURS 475 Integrated Experiential Learning IV clinical placement at an international site. We appreciate a candid and confidential appraisal of the candidate’s suitability. The candidate has waived her/his right to a copy of this recommendation. How long have you known the applicant? In what capacity? On a scale of 1-5 (five being the highest; N/A if you are not able to judge), how would you rate this candidate compared to other Linfield students at similar stages in their education. Shows maturity and readiness to undertake this program of study. Has a positive attitude and demonstrates motivation and interest in this program. Will represent Linfield and herself/himself well while abroad. Demonstrates a high sense of responsibility in meeting deadlines, completing assignments, attending class and being punctual. Shows ability to work and interact well with others; shows and receives respect. Is well-mannered, cooperative, flexible in her/his dealings with me. Demonstrates proficient skill in critical thinking and cultural competence. Faculty Manual H-25 2013-2014 Edition Appendix H Are there any areas of concern in which the candidate needs to demonstrate improvement? Other comments you wish to share with the selection faculty panel: (Use additional pages if needed.) Overall recommendation (same scale as above): ______ Your name (please print): Department (please print): Signature: Date: Please return this form confidentially to Alex Asbury ([email protected]). Faculty Manual H-26 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Consent For Release Of Information For NURS 475 Integrated Experiential Learning IV International Placement In RN-BSN Program Approved: 11/09/09; Last Revised: 01/10/13 Student Identification Last Name (as it appears on your passport) First Name (as it appears on your passport) Middle Name (as it appears on your passport) Linfield Identity Number Passport Number Date of Birth Telephone Number In accordance with the Family Rights and Privacy Act (FERPA) of 1974, Linfield College must have written consent to release a student's records to any source outside the college, the exception being directory information. If you have any questions regarding this form or FERPA, please contact the Registrar's Office. 1. I give my permission to the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and Assistant Dean of Students/Director of Student Life to communicate with emergency contacts regarding my health, safety, wellbeing, travel plans, and academic status during the period of my NURS 475 Integrated Experiential Learning IV clinical course experience, beginning with the application process. 2. I further give my consent for the Dean of Nursing, Associate Dean of Nursing for Faculty and Program Development, and Assistant Dean of Students/Director of Student Life to release relevant information to other persons in the case of an emergency during the period of my NURS 475 Integrated Experiential Learning IV clinical course experience. Emergency Contact Information Name: Relationship: Street: City: State: Zip: Home Phone: Work Phone: Cell Phone: E-mail: Name: Relationship: Street: City: Zip: Home Phone: Work Phone: Cell Phone: E-mail: State: This consent for release will remain in effect from the date indicated below until I submit written notification rescinding it. Student's Signature: Faculty Manual Date: H-27 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Procedure For Evaluating Clinical Sites Approved: 05/16/11 1. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinators that clinical faculty, in the course they coordinate, must complete Clinical Site Evaluation by Faculty form and students should complete Clinical Site Evaluation by Student form. 2. Integrated Experiential Learning Coordinators request that clinical faculty, in the course they coordinate, complete Clinical Site Evaluation by Faculty form at the end of the clinical rotation. 3. Integrated Experiential Learning Coordinators request that students, in the course they coordinate, complete Clinical Site Evaluation by Student form at the end of the clinical rotation. 4. Clinical faculty and students complete appropriate Clinical Site Evaluation forms that are then accessed by Clinical Facilities Administrator. 5. Clinical Facilities Administrator notifies Integrated Experiential Learning Coordinator if a Clinical Site Evaluation is not positive. A copy of the completed Clinical Site Evaluation by Faculty and Clinical Site Evaluation by Student forms are forwarded to Integrated Experiential Learning Coordinator along with a Decision to Retain or Terminate a Clinical Site form. 6. Integrated Experiential Learning Coordinator, in consultation with course faculty, review the Clinical Site Evaluation forms and Criteria for Retaining or Terminating Clinical Site document; and forwards completed Decision to Retain or Terminate a Clinical Site form to Clinical Facilities Administrator. 7. Clinical Facilities Administrator stores completed Clinical Site Evaluation by Faculty, Clinical Site Evaluation by Student, and Decision to Retain or Terminate a Clinical Site forms in a locked filing cabinet. This data is used by course faculty to plan future clinical experiences at clinical sites. 8. Clinical Facilities Administrator summarizes data from Clinical Site Evaluation by Faculty, Clinical Site Evaluation by Student, and Decision to Retain or Terminate a Clinical Site forms; and forwards the summary to the School of Nursing Quality Improvement Committee. 9. School of Nursing Quality Improvement Committee reviews the data to determine the quality of clinical experiences at the clinical sites, and make appropriate recommendations to the Faculty Assembly of the School of Nursing. Faculty Manual H-28 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By Faculty Revised: 05/16/11 Name of Faculty: Clinical Agency: Course Number: Unit or Location: Semester: Year: Days______ Evenings Special Considerations When Assigning Students: Clinical Agency Contact Person: Nights ______ Please fill out a separate form for EACH agency and/or unit used. 1. Would you recommend continued use of this site? Yes____ 2. No_____ Questionable_____ If you answered “no” or “questionable” to question 1, please circle reason(s): a. Limited opportunity for students to meet course outcomes. b. Staff was unable to facilitate students learning experience. c. Limited opportunity to work with nurses or other health care staff. d. Personnel issues e. Low census f. Other reasons (explain): Please email or return to mailbox of School of Nursing Clinical Facilities Administrator when completed. Faculty Manual H-29 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Clinical Site Evaluation By Student Revised: 05/16/11 Name of Faculty: Clinical Agency: Course Number: Unit or Location: Semester: Year: Days______ Evenings Special Considerations When Assigning Students: Clinical Agency Contact Person: Nights ______ Please fill out a separate form for EACH agency and/or unit used. 1. Would you recommend continued use of this site? Yes____ 2. No_____ Questionable_____ If you answered “no” or “questionable” to question 1, please circle reason(s): g. Limited opportunity for students to meet course outcomes. h. Staff was unable to facilitate students learning experience. i. Limited opportunity to work with nurses or other health care staff. j. Personnel issues k. Low census l. Other reasons (explain): Please email or return to mailbox of School of Nursing Clinical Facilities Administrator when completed. Faculty Manual H-30 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Decision To Retain Or Terminate A Clinical Site Revised: 04/20/11 Data from the attached Clinical Site Evaluation by Faculty and Clinical Site Evaluation by Student forms question the retention of a clinical site in the course you coordinate. After consulting with course faculty; complete this form indicating the decision to retain or terminate the clinical site, and state rationale for the decision. Please refer to the Criteria for Retaining or Terminating Clinical Sites document. Please email or return to mailbox of School of Nursing Clinical Facilities Administrator when completed. Clinical Agency: Unit or Location: Integrated Experiential Learning Coordinator: Course Number and Title: Semester/Term and Year: What decision has the course faculty made concerning retention or termination of the clinical site? Retention Termination Please explain the reason(s) for retention or termination of the clinical site: Faculty Manual H-31 2013-2014 Edition Appendix H Linfield-Good Samaritan School Of Nursing Criteria For Retaining Or Terminating Clinical Sites Revised: 04/20/11 (Based on data from Clinical Site Evaluation by Faculty form and Clinical Site Evaluation by Student form) Code Explanation Status 1 Rated high by both faculty and student(s) Retain 2 Mixed ratings by faculty and/or student(s) but still good rationale for retaining Retain 3 Low ratings by faculty and/or student(s) Re-evaluate 4 Low ratings by both faculty and student(s) with no good rationale for retaining Terminate Faculty Manual H-32 2013-2014 Edition Appendix I Linfield-Good Samaritan School Of Nursing Experiential Learning Center Evaluation Form Approved: 07/06/11 Course: Please circle: Date of Lab: Student Faculty Integrated Experiential Learning Coordinator Semester Coordinator Lab Topic(s): Please respond to the following statements. 5=Strongly Agree 4=Agree 3=Neither Agree nor Disagree 2=Disagree 1=Strongly Disagree 1. The lab equipment was set up and ready for student learning. 5 4 3 2 1 2. The lab supplies included in the kit facilitated learning. 5 4 3 2 1 3. There was sufficient time to practice the skills. 5 4 3 2 1 4. There were sufficient resources available for answering questions. 5 4 3 2 1 5. I was able to accomplish my goal(s) in a timely manner. 5 4 3 2 1 6. The Experiential Learning Center is a valuable resource for learning. 5 4 3 2 1 Comments: Faculty Manual I-1 2013-2014 Edition Appendix I Linfield-Good Samaritan School Of Nursing High Fidelity Simulation Evaluation By Student Title of Course: NURS ________ Integrated Experiential Learning ____ Semester: ____________________ Year: _____________ For the purpose of this evaluation, “simulation” includes the pre-brief set-up, personal work at bedside, observation of bedside work done by others, and the formal debriefing (from the time you walked into high fidelity simulation today until now). Evaluation Item 1. The Student Preparation Guide provided the information needed to prepare for the simulation. 1 2. This simulation helped in meeting learning objective #1, which states: Not at all 3. This simulation helped in meeting student learning objective #2, which states: Not at all 4. This simulation helped in meeting student learning objective #3, which states: Not at all 5. This simulation helped in meeting student learning objective #4, which states: Not at all 6. This simulation helped in meeting student learning objective #5, which states: Not at all Faculty Manual Rating Scale Not at all 1 1 1 1 1 2 3 Very much so 4 Comments 5 Very much so 2 3 4 5 Very much so 2 3 4 5 Very much so 2 3 4 5 Very much so 2 3 4 5 Very much so 2 3 4 I-2 5 2013-2014 Edition Appendix I Two things that went well during this simulation were: #1. #2. 8. The two most important things that I learned during this simulation experience were: #1 #2 9. As a result of this simulation, I will improve/do differently, the following two things (be specific): #1 #2 10. The following things were missing from the Student Preparation Guide and need to be included: 11. The following things were included in the Student Preparation Guide and need to be removed: 12. Any other thoughts, comments about improving this simulation experience? Thank you for completing this evaluation! 04/16/13 Faculty Manual I-3 2013-2014 Edition Appendix J Faculty Evaluation Of Student Clinical Performance In Courses Approved: 10/03/11 Linfield-Good Samaritan School of Nursing Integrated Experiential Learning Clinical Evaluation FACULTY EVALUATION OF STUDENT (Word Processing Required) Student: Year: Semester: Fall Spring Summer IEL Course Number: Grade: (All course outcomes must be met to pass clinical performance) Clinical Agency Site: Clinical Faculty: Directions: Indicate below if the student met each course outcome by placing a checkmark or “x” in the appropriate box. Course Outcomes: Met Not* Met 1. Integrates theoretical concepts of professional communication into clinical experiences. (Example from NURS 335) 2. 3. 4. 5. 6. 7. * If any outcome is marked not met, include descriptive documentation in a narrative on the reverse side of this form. Faculty Manual J-1 2013-2014 Edition Appendix J Integrated Experiential Learning Clinical Evaluation FACULTY EVALUATION OF STUDENT (continued) Narrative Reflection (Word Processing Required) What strengths have you observed in this student’s nursing practice? What area(s) of nursing practice does the student need to improve? What are your recommendations to facilitate the student’s growth in nursing practice? Student Signature: Date: Faculty Signature: Date: Note: Clinical evaluations will be filed for six years after graduation, at which time they will be shredded. The nursing faculty recommends that students keep a copy of all clinical evaluations in their individual professional file. Faculty Manual J-2 2013-2014 Edition Appendix J Student Self-Evaluation Of Clinical Performance In Courses Linfield-Good Samaritan School of Nursing Integrated Experiential Learning Clinical Evaluation STUDENT SELF EVALUATION (Word Processing Required) Student: Year: Semester: Fall Spring Summer IEL Course Number: Clinical Agency Site: Clinical Faculty: Directions Indicate below if you, the student, met each course outcome by placing a checkmark or “x” in the appropriate box. For each course outcome, include a persuasive, descriptive example of how you met it. Note All course outcomes must be met to pass clinical performance. Course Outcomes: 1. Met Not Met Integrates theoretical concepts of professional communication into clinical experiences. (Example from NURS 335) 2. 3. 4. 5. Faculty Manual J-3 2013-2014 Edition Appendix J Course Outcomes: Met Not Met 6. 7. Faculty Manual J-4 2013-2014 Edition Appendix J Integrated Experiential Learning Clinical Evaluation STUDENT SELF EVALUATION (continued) Narrative Self Evaluation (Word Processing Required) Based on your clinical performance this semester, what are your outstanding nursing practice strengths? What major areas of nursing practice have you identified that need improvement? Describe a plan for improving your nursing practice in the next clinical course. Be specific and realistic about next steps for developing your nursing practice. Student Signature: Date: Faculty Signature: Date: Note: Clinical evaluations will be filed for six years after graduation, at which time they will be shredded. The nursing faculty recommends that students keep a copy of all clinical evaluations in their individual professional file. Approved: 10/03/11 Faculty Manual J-5 2013-2014 Edition Appendix K Linfield-Good Samaritan School Of Nursing Student Appraisal Of Course Revised: 05/16/11 Semester: Today’s Date/Year: Course Title: Course Number: Directions: Please circle the ranking for each statement that reflects your experience in this course. Please do not include comments about faculty, as you are evaluating only the course on this form. Key: Strongly Agree ...................................SA (4) Agree .................................................. A (3) Disagree ............................................. D (2) Strongly Disagree...............................SD (1) Item SA A D SD 1. Course content facilitated attainment of course outcomes. 4 3 2 1 2. Course design encouraged active learning. 4 3 2 1 3. Course activities stimulated critical thinking. 4 3 2 1 4. Course content and experiences increased (expanded) my understanding of the professional nurse role. 4 3 2 1 5. Course concepts and experiences increased (expanded) my understanding of the needs of specific client populations. 4 3 2 1 6. Course content built on previous knowledge. 4 3 2 1 7. Course assignments were consistent with the number of credits for the course. 4 3 2 1 8. Course readings and/or text(s) aided learning. 4 3 2 1 Comments and suggestions regarding this course: Faculty Manual K-1 2013-2014 Edition Appendix K Linfield-Good Samaritan School Of Nursing Faculty Evaluation Of Course Approved: 05/20/13 Purpose Statement The purpose of this evaluation process and instruments is assessment of the quality and efficacy of courses in the nursing curriculum from a faculty perspective. Method: Course faculty will complete a course evaluation of each course taught. The initial evaluation tool will be completed for a course that is new to the faculty member. Subsequent course evaluations (of the same course) will require a less comprehensive tool. Course evaluations are to be submitted within 1 month of the end of the semester or term. Rationale: 1. Continued quality improvement of the nursing program depends on various forms of ongoing assessment from multiple perspectives: student, faculty and administration. 2. Reflection by faculty who have completed teaching a course is valuable to those individuals themselves and to others who will follow/join them. Faculty course evaluations are a primary means of obtaining feedback on the quality of the course as it was designed and taught, and a critical means of improvement for future iterations of the course. 3. A standard set of questions applied to all courses allows comparison of courses delivered within a semester or within the entire curriculum, as well as between and across semesters. In courses with more than one section, course evaluations can assist Semester Coordinators and administrators to address inequities and/or deviations, and to provide suggestions for improvement and greater standardization. 4. This information is critical to evaluate the quality and integrity of the present program, and to plan for future needs by helping to determine allocation of resources (human, physical and financial). 5. Course evaluations will be housed on Blackboard in a course evaluation folder by semester and year and available to both faculty and administration. Faculty Manual K-2 2013-2014 Edition Appendix K New Course Summary and Evaluation Template Approved 05/20/13 Course: NURS XXX Semester, Year Faculty of record: List all course faculty, including Integrated Experiential Learning Coordinator, other theory faculty, Semester Coordinator, and clinical faculty (if applicable) 1. Course Description: Reflect on if the course title and description accurately describe the purpose of the course and the information that should be in the course. a. Do you recommend any changes in the title/description for the course to reflect current practice and knowledge? b. Is the course sequenced appropriately in the nursing curriculum? If not, what do you recommend, and why? c. Is the right amount of credit assigned for this course? If not, what do you recommend, and why? d. How many sections were taught this semester, how many did you teach? e. What percentage of instructors in this course are adjuncts? 2. Course Outcomes: a. Reflect on whether or not the course outcomes describe what you expected the student to learn/do in this course. b. Are there clear criteria for how course outcomes were measured/evaluated? Summarize how this was accomplished. c. Is this level of work appropriate for this course/semester (Bloom’s Taxonomy)? d. What changes would you like to make? (Write new course outcomes, if necessary, to be presented to Semester Coordinators and Curriculum Committee.) e. Integrated Experiential Learning courses: Are core clinical skills, appropriate for the semester level of the course, identified? And are evaluation criteria clear? 3. Pedagogical Approach: a. What teaching strategies were utilized? Describe the teaching strategies used, and make a judgment about if these were successful or not. b. Are the teaching methods used for each outcome/objective appropriate for the type and level of that outcome/objective? If not, what will you change? c. What steps have been taken to assure that each course instructor’s (including adjuncts) teaching strategies are consistent with course expectations? (e.g. site visits, direct supervision, peer evaluation, team meetings) d. Include in this section students’ commentary about what was most helpful/useful to them in the course, and what suggested changes they made to course content or assignments. e. Summarize student course evaluations and address what you will do to manage student concerns, including proposed changes. Faculty Manual K-3 2013-2014 Edition Appendix K 4. Instructional resources: a. Indicate if you are planning to use the same instructional resources the next time the course is taught. Were all resources used? Include a summary of students’ comments about the required resources. b. If known, include new resources you plan to use the next time the course is taught. c. Are there technological concerns or needs related to this course? What is the status/plan for web enhancement of this course? d. What (if any) additional resources are needed to improve the teaching and learning experience in this course for both students and faculty? 5. Evaluation Methods: a. Assess each evaluation method, including: if you believe it worked well and plan to use it again, or if it was not as successful as you hoped and plans to change it in the future. b. Are there clear evaluation criteria for each assignment? Do they match the level and type of outcome/objective (e.g. are grading rubrics congruent with the level and type of objectives for each assignment)? c. Include plans to alter the amount of percent for each evaluation method. d. How were test questions selected/developed? Are they matched /leveled according to outcomes and content taught? e. Include the summary of student course grades (the number of A’s, A-, B+, etc,) as this will automatically identify the number of students who were not successful in this course. List all sections of the course. Grade Distribution Enrollment A A- B+ B B- C+ C C- F Section XX f. What steps have been taken to assure that each course instructor’s (including adjuncts) grading practices are consistent with course/semester expectations? What steps have been taken to assure inter-rater reliability (in courses with multiple sections and instructors)? Do you or the Semester Coordinator have any concerns about this? 6. If not covered in the above areas please address the following questions: a. What you believe went well with the course? b. What you believe did not go well with the course? c. Recommendations for the course when taught again. Faculty Manual K-4 2013-2014 Edition Appendix K Existing Course Summary and Evaluation Template Approved 05/20/13 [To be used at the end of each semester for all courses except New Courses, or Courses with Major Changes in Faculty, Course Descriptions and/or Outcomes] Course: NURS XXX Semester (Fall, Spring, Summer): Year Faculty of record: List all course faculty, including Integrated Experiential Learning Coordinator, other theory faculty, Semester Coordinator and clinical faculty (if applicable). Reflect on the following and write a summary report: 1. What went well with the course? 2. What did not go well with the course? If applicable: Report on how the changes you made this semester worked or didn’t work 3. and why. 4. List recommendations for changes for the course when taught again. 5. (For Integrated Experiential Learning Courses only) Provide a summary of clinical site evaluations, clinical faculty evaluations and your recommendations. Provide enrollment and grade distribution for the course by section and instructor using 6. the following template Grade Distribution Enrollment A A- B+ B B- C+ C C- F Section 7. Post course summary report on Blackboard within one month of the end of the semester. Faculty Manual K-5 2013-2014 Edition Appendix L Linfield-Good Samaritan School Of Nursing Employer Satisfaction Of Linfield College BSN Graduates Survey (Spring 2014) Approved: 05/09/11 Please complete this survey for nursing graduates from Linfield College who were hired at your organization within the last calendar year. To assure confidentiality, no individual will be identified, as only aggregate data will be reported to accreditors. Thank you in advance for your participation. Please indicate if you are satisfied that the Linfield graduate has met the outcomes below by placing a checkmark or “x” in the appropriate box. Yes = Met No = Not Met NA = Not Applicable/Observed Yes No NA School of Nursing Program Outcomes 1. Builds a professional practice informed by the mission of Linfield College and the vision, mission, and philosophy of the School of Nursing as well as the standards and values of the nursing profession. Comments: 2. Applies sound clinical reasoning, reflective practice, and evidence-based practice in the provision of holistic nursing care. Comments: 3. Communicates effectively and collaboratively in a professional practice. Comments: 4. Uses a range of information and clinical technologies to achieve health care outcomes for clients. Comments: 5. Provides effective nursing care that incorporates diverse values, cultures, perspectives and health practices. Comments: 6. Engages in ethical reasoning and actions that demonstrate caring and commitment to social justice in the delivery of healthcare to clients in the community. Comments: 7. Applies principles of stewardship and leadership skills to support quality and safety within complex organizational systems. Comments: 8. Integrates knowledge of healthcare policy, populations, finance and regulatory environments that influence system level change within professional nursing practice. Comments: 9. Incorporates a liberal arts based understanding of local and global healthcare issues to health promotion, risk reduction, disease and illness prevention and disease and health care management. Comments: Faculty Manual L-1 2013-2014 Edition Appendix L For the two items below please circle the response that best describes your satisfaction: VS = Very Satisfied VS S D VD VS S D VD S = Satisfied D = Dissatisfied VD = Very Dissatisfied How satisfied are you with the reliability and accountability of Linfield nursing graduates? How satisfied are you that your organization made a good decision hiring nursing graduates from Linfield? Would you recommend that your organization hire more graduates from Linfield’s School of Nursing? Yes, Definitely Yes Yes, With Reservations Not Sure No Comments: Please write in the number of graduates that you are including in your responses: Human Resources Director/Designee: Organization: Faculty Manual Date: L-2 2013-2014 Edition Appendix M Linfield-Good Samaritan School Of Nursing Nurse Educator Associate (Adjunct Faculty) Evaluation Of School Of Nursing Support 05/02/12 Evaluation Form Is Available On Survey Monkey Please complete this survey to evaluate the effectiveness of support from Linfield-Good Samaritan School of Nursing, in the performance of your role as a Nurse Educator Associate (Adjunct Faculty). Your feedback is greatly appreciated. Name of Nurse Educator Associate (Adjunct Faculty) Date Number of times you have taught as a Nurse Educator Associate (Adjunct Faculty) for Linfield-Good Samaritan School of Nursing: Title of the course you taught as a Nurse Educator Associate (Adjunct Faculty) this semester, NURS: Did you teach clinical or theory this semester? (Check the appropriate response.) Clinical Theory Did you teach in the generic BSN program or the RN-BSN distance education program this semester? (Check the appropriate response.) Generic BSN Program RN-BSN Distance Education Program Faculty Manual M-1 2013-2014 Edition Appendix M On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score for each category as it relates to the course you taught this semester for Linfield-Good Samaritan School of Nursing. It would be particularly helpful, if you could note any suggestions you might have for improvement. 1. Overall, how satisfied were you with the information you received from faculty/administration concerning the nursing curriculum? 1 2 3 4 5 Suggestions for Improvement: 2. Overall, how satisfied were you with the information you received from faculty/administration concerning the course, including course outcomes, requirements of the course, and evaluation methods? 1 2 3 4 5 Suggestions for Improvement: 3. Overall, how satisfied were you with the information you received from faculty/administration concerning the expectations of your role as Nurse Educator Associate (Adjunct Faculty)? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual M-2 2013-2014 Edition Appendix M 4. Was the School of Nursing “Nurse Educator Associate (Adjunct) Manual” helpful to you in your role as Nurse Educator Associate (Adjunct Faculty)? 1 2 3 4 5 Suggestions for Improvement of Information in the Manual: 5. Did you find the information posted electronically on Blackboard, under Adjunct Resources, helpful to your role as Nurse Educator Associate (Adjunct Faculty)? 1 2 3 4 5 Suggestions for Improvement: 6. Skip this question, if you did not teach clinical this semester. How satisfied were you with the guidance you received from the Integrated Experiential Learning Coordinator with regard to clinical teaching and student evaluation issues? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual M-3 2013-2014 Edition Appendix M 7. Skip this question, if you did not teach clinical this semester in NURS 475 Integrated Experiential Learning IV. How satisfied were you with the information you received as to the expectations of your role as faculty, as well as, the role expectations of the Clinical Teaching Associate (Preceptors) and the students? 1 2 3 4 5 Suggestions for Improvement: 8. Skip this question, if you did not teach a theory course this semester in the RN-BSN Distance Education Program. How satisfied were you with the guidance provided by the Lead Instructor of the course? 1 2 3 4 5 Suggestions for Improvement: 9. Skip this question, if you did not attend the Nurse Educator Associate (Adjunct Faculty) Development Program Workshop. Did the Nurse Educator Associate (Adjunct Faculty) Development Program Workshop enhance your ability to assume the role of instructor? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual M-4 2013-2014 Edition Appendix M 10. Skip this question, if you did not complete the RN-BSN Distance Education Program online orientation. How helpful was the online Nurse Educator Associate (Adjunct) orientation? 1 2 3 4 5 Suggestions for Improvement: 11. Please share any final comments that you feel would be beneficial in enhancing the support Linfield-Good Samaritan School of Nursing is providing Nurse Educator Associates (Adjunct Faculty). --Thank You For Completing This Evaluation Survey-- Faculty Manual M-5 2013-2014 Edition Appendix M Linfield-Good Samaritan School of Nursing Clinical Teaching Associate (Preceptor) Evaluation Of School Of Nursing Support 05/02/12 Evaluation Form Is Available On Survey Monkey Please complete this survey to evaluate the effectiveness of support from Linfield-Good Samaritan School of Nursing, in the performance of your role as a Clinical Teaching Associate (Preceptor). Your feedback is greatly appreciated. Name of Clinical Teaching Associate (Preceptor) and Credentials Clinical Agency Dates of Clinical Experience Number of times you have served as a Clinical Teaching Associate (Preceptor) either for LinfieldGood Samaritan School of Nursing or another institution: On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score for each category. It would be particularly helpful, if you could note any suggestions you might have for improvement. 1. Overall, how satisfied were you with the orientation you received from faculty concerning the nursing curriculum? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual M-6 2013-2014 Edition Appendix M 2. Overall, how satisfied were you with the orientation you received from faculty concerning the course, including course outcomes, requirements of the course, and evaluation methods? 1 2 3 4 5 Suggestions for Improvement: 3. Overall, how satisfied were you with the orientation you received from faculty concerning the expectations of your role as Clinical Teaching Associate (Preceptor), as well as, the role expectations of faculty and the student? 1 2 3 4 5 Suggestions for Improvement: 4. Was the School of Nursing “Clinical Teaching Associate (Preceptor) Manual” helpful to you in your role as Clinical Teaching Associate (Preceptor)? 1 2 3 4 5 Suggestions for Improvement of Information in the Manual: 5. Did the faculty demonstrate a commitment to the partnership with you in facilitating the student’s application of theoretical knowledge to practice and socialization into the nursing practice? 1 2 3 4 5 Suggestions for Improvement of the Relationship Between Faculty and You as the Clinical Teaching Associate (Preceptor): Faculty Manual M-7 2013-2014 Edition Appendix M 6. How often did the faculty member contact you? Was the contact between you and the faculty member sufficient to share information about student progress in meeting clinical outcomes, as well as, to discuss other relevant matters? 1 2 3 4 5 Suggestions for Improvement: 7. Did the faculty member provide you with adequate guidance in teaching and evaluating the student? 1 2 3 4 5 Suggestions for Improvement: 8. Please share any final comments that you feel would be beneficial in enhancing the support Linfield-Good Samaritan School of Nursing is providing Clinical Teaching Associates (Preceptors). --Thank You For Completing This Evaluation Survey-- Faculty Manual M-8 2013-2014 Edition Appendix N Linfield-Good Samaritan School Of Nursing Evaluation Of Articulation Process With Associate Degree Nursing Programs Approved: 05/01/12 Please complete this survey to evaluate the Linfield-Good Samaritan School of Nursing Articulation Agreement process with your Associate Degree Nursing program. Your responses will facilitate evaluation of educational partnering available to ADN to BSN students. We greatly appreciate your feedback. (Evaluation form is available on Survey Monkey.) Name and Credentials: Academic Site: Date: On the following evaluation, 5 is the highest score and 1 is the lowest. Please circle a rank score for each category. It would be particularly helpful, if you could note any suggestions you might have to improve the articulation process. 1. Was the initial process in which the articulation agreement was shared with you and/or your nursing program adequate? 1 2 3 4 5 Suggestions for Improvement: 2. Was the timeframe from articulation agreement introduction to signature and implementation of the agreement acceptable to you and your administration? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual N-1 2013-2014 Edition Appendix N 3. Was the timeframe from articulation agreement with your faculty, students, and your nursing program advisors adequate? 1 2 3 4 5 Suggestions for Improvement: 4. Did the Linfield team presentation demonstrate knowledge related to the specific curricular needs of your nursing program? 1 2 3 4 5 Suggestions for Improvement: 5. How effective was the follow-up process with your nursing students by the Linfield Academic Advisors? 1 2 3 4 5 Suggestions for Improvement: Faculty Manual N-2 2013-2014 Edition Appendix N 6. Are we adequately preparing the ADN student for entry into the LinfieldGood Samaritan School of Nursing RN-BSN program? 1 2 3 4 5 Suggestions for Improvement: 7. What feedback have you experienced from your nursing students regarding the LinfieldGood Samaritan RN-BSN program as outlined through the articulation agreement between your nursing program and the Linfield-Good Samaritan School of Nursing? 1 2 3 4 5 Suggestions for Improvement: 8. Please share any final comments that you feel would enhance and strengthen the collaboration between your nursing program and Linfield-Good Samaritan School of Nursing. --Thank You For Completing This Evaluation Survey-- Faculty Manual N-3 2013-2014 Edition Appendix O Linfield College Foundational Education Principles “Linfield College seeks to prepare students to be thoughtfully engaged in a world that demands ever more flexible, creative, and critical thinkers and communicators. Toward that end, its educational mission centers upon developing students’ abilities to solve problems, adapt to changing circumstances, and synthesize various streams of information. Three Principles, all defined from the College’s mission statement, distinguish a Linfield education. These three Foundational Education Principles foster critical thinking suited for the complexities of the 21st century. They encourage intersections among the wide-ranging curricular and co-curricular opportunities available to Linfield students. They clarify the goals of a Linfield education as the cultivation of good citizens, the encouragement of lifelong learning, and the formation of intellectual and aesthetic sensibilities. A Linfield education thus assists students in finding their calling – the vocation or passion that will shape and enrich their lives. Principle One: Integrated Learning Linfield will offer an educational program characterized by extensive and intentional integrated learning. Through opportunities embedded at key points in the curriculum, students systematically discover and practice making meaningful connections across the various components of their undergraduate experience. Principle Two: Global and Multicultural Awareness Linfield will offer a comprehensive approach to global and multicultural awareness that prepares students to embrace and understand the challenges posed for educated people in the 21st century by the web of cultural differences characterizing the planet, the nation, and the region. Such awareness helps students answer the question, ‛How will my time at Linfield enable me to make a difference in the world?’ Principle Three: Experiential Learning Linfield will offer a comprehensive program of experiential learning. In this way the college fosters critical thinking opportunities where students apply academic investigation to lived experience as a means of testing and refining their understanding of a subject. Through this intersection of theory and praxis, investigations of issues and ideas prompt field analysis and assessment that continues to inform the initiating academic discourse.” (See, Linfield College Course Catalog for further details.) Faculty Manual O-1 2013-2014 Edition Appendix O Linfield Curriculum (General Education Requirements) “The purpose of general education requirements, referred to as the Linfield Curriculum, is to foster the development of wholly-educated persons by providing a coherent experience spanning the arts and humanities, natural sciences, and social-behavioral sciences. The Linfield Curriculum seeks to enable students to communicate effectively; appreciate literary, artistic, and historical works; be conversant with various philosophical and religious conceptions of humanity; understand the role of diversity both globally and nationally; analyze how human beings behave individually and socially; understand, formulate, and critique quantitative arguments; and comprehend the methods and accomplishments of modern science. Grounded in the multidisciplinary spirit of the liberal arts, the Linfield Curriculum stresses wide exposure to the ways that educated individuals; be they scientists, artists, entrepreneurs, teachers or ethicists; engage ideas, articulate choices, and assert opinions. It encourages students to cultivate intellectual and personal flexibility, pursue independent action, and engage in responsible decision-making. The Linfield Curriculum emphasizes communication and facilitates self-discovery in personal, cultural, and academic contexts. It affirms the need to understand people and societies both nationally and internationally. In short, the Linfield Curriculum encourages inquiry, analysis, and imagination which are habits of mind that provide the foundation for reasoned action, wonder, and continued learning in all aspects of life.” (See, Linfield College Course Catalog for further details.) Courses contributing to the Linfield Curriculum are normally a minimum of three semester credits. The Linfield Curriculum consists of four major components: I. Inquiry Seminar (INQS 125) The Inquiry Seminar is a collaborative investigation of a compelling subject that builds upon and deepens the relationship between thinking and communication, both oral and written. II. The Six Modes Of Inquiry Each student must complete at least seven approved courses, one in each of the six Modes of Inquiry and one upper division course. The upper division course must be from one of the Modes of Inquiry and outside of the student’s major department. 1. Creative Studies (CS) Courses with this designation are dedicated to the study of theory and practice in music, theatre, literature, and the visual and plastic arts. Faculty Manual O-2 2013-2014 Edition Appendix O 2. Individual, Systems, & Societies (IS) Courses in this area examine how members of societies organize themselves to satisfy individual and collective goals. 3. Natural World (NW) Courses in this area explore science as a way of knowing about the natural world, highlighting the process of scientific inquiry and the interplay between theoretical and experiential analysis. 4. Quantitative Reasoning (QR) Courses in this category explore contextual problems involving quantitative relationships by means of numerical, symbolic, and visual representations. NURS 320 Scholarship of Nursing satisfies this requirement. 5. Ultimate Questions (UQ) Courses with this designation encourage students to articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical analysis of fundamental beliefs, cultural practices, and competing truth claims. 6. Vital Past (VP) Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the continuities, change, and diversity in human experiences across time. III. Diversity Studies 1. Global Pluralism (GP) Courses with this designation challenge students to address and understand the social, political, ethical, cultural, an/or policy discourses of other countries from a global perspective. 2. U.S. Pluralism (US) Courses with this designation encourage students to pursue inquiry into the varied dimensions of human diversity in the United States. Faculty Manual O-3 2013-2014 Edition Appendix O IV. Writing-Intensive Course(s) in the Major (MWI) In addition to the Inquiry Seminar, all students must complete the approved upperdivision Writing-Intensive class, or sequence of classes, designated for their respective majors. This requirement enhances students’ mastery of formats, conventions, and habits of mind appropriate to the major’s disciplinary investigation. NURS 470 Leading and Managing in Nursing satisfies this requirement. Faculty Manual O-4 2013-2014 Edition Appendix O Linfield Curriculum (LC) Catalog Descriptions, Learning Outcomes, And Rubrics Creative Studies (CS) Mode of Inquiry Catalog Description Courses with this designation are dedicated to the study of theory and practice in music, theatre, literature, and the visual and plastic arts. They foreground creative theory, or creative practice, or integrate the two. These courses study the making of art and how meaning—sometimes tense or contradictory—rises out of the interaction between artists, artworks, and audiences. Thus, they ask students to inquire into the ambiguities, contradictions and tensions fundamental to artmaking and its aesthetic effects. Art is a primary way that human beings reflect upon their experiences and perceptions. Therefore, these courses encourage students to value lifelong engagement with the arts. Creative Studies courses are designated CS in this catalog and each semester’s registration materials. Learning Outcomes In courses with CS designation, students will do the following: 1. Explore the media, genre, craft and presentation of art. 2. Investigate the complexity of defining and interpreting art. 3. Examine the contexts and influences of art. 4. Practice the improvisational and technical processes of art. Courses with CS designation address the first learning outcome. In addition, they address at least one of the remaining three. Faculty Manual O-5 2013-2014 Edition Appendix O Individuals, Systems, and Societies (IS) Mode of Inquiry Catalog Description Courses in this area examine how members of societies organize themselves to satisfy individual and collective goals. They foster an understanding of the complexity and interconnectedness of individuals, systems, and societies across local, national, and/or global contexts. They also encourage students to think critically about themselves and their relationships to other individuals, institutions, and/or social systems. Individuals, Systems, and Societies courses are designated IS in this catalog and each semester’s registration materials. Learning Outcomes Courses with IS designation are intended to provide students with opportunities to do the following: 1. Understand individual, systemic, and/or social processes. 2. Analyze individuals, systems, and/or societies through multiple frames of reference. 3. Think critically about the ways that society affects individual behavior and/or individual behavior affects society. 4. Articulate how key theoretical principles can be used to explain individual and social processes, inform public policy and/or develop practical approaches to human problems across local, regional, and/or global contexts. Courses with IS designation address one or more of the above learning outcomes. Those courses meeting only one address the learning outcome in greater depth. Faculty Manual O-6 2013-2014 Edition Appendix O Natural World (NW) Mode of Inquiry Catalog Description Courses in this area explore science as a way of knowing about the natural world, highlighting the process of scientific inquiry and the interplay between theoretical and experimental analysis. They focus on fundamental principles that illuminate the study of our surroundings, including matter, energy, and living things. Emphasis is placed on students making connections between science and their daily lives. Natural World courses are designated NW in this catalog and each semester’s registration materials. Learning Outcomes Courses with NW designation are intended to provide students with opportunities to learn the following: 1. Demonstrate an understanding of the theoretical and/or experimental background of a particular topic or model, sufficient to form a hypothesis. 2. Demonstrate an ability to critically analyze results of scientific inquiry in light of assumptions. 3. Demonstrate an understanding of how scientific results can be extended to more general situations in contemporary society. Courses with NW designation address all of the above learning outcomes. Faculty Manual O-7 2013-2014 Edition Appendix O Natural World Rubric – (2013) Learning Outcome Unsatisfactory 1. Demonstrate the theoretical and/or experimental background of a given topic, sufficient to form a hypothesis. Example fails to provide a scientific foundation for model or hypotheses—or uses model incorrectly. Example presents a scientific model or hypothesis, but does not thoroughly explain evidence. Example presents a scientific model or hypothesis, connecting it to experimental results or historical interpretations. 2. Critically analyze results in light of assumptions. Example fails to acknowledge any strengths or weaknesses with respect to results Example addresses the results and considers alternate interpretations, but does not provide adequate detail on inherent assumptions. Example recognizes the assumptions within a model then analyzes results directly from evidence. 3. Demonstrate how results from discoveries can be extended to more general situations in contemporary society. Example fails to coherently convey how discoveries can be applied more broadly. Example attempts to extend results more broadly, but is unclear or is lacking depth. Example clearly conveys how a given technology or discovery can impact other similar situations or discoveries. Faculty Manual Satisfactory O-8 Exemplary 2013-2014 Edition Appendix O Quantitative Reasoning (QR) Mode of Inquiry Catalog Description Courses in this category explore contextual problems involving quantitative relationships by means of numerical, symbolic, and visual representations. These courses foster critical analysis of the uses and constraints of quantitative information and its representations. Finally, they focus on discussing models; making appropriate assumptions; and deducing consequences or making predictions. Quantitative Reasoning courses are designated QR in this catalog and each semester’s registration materials. Learning Outcomes Courses with QR designation are designed to develop the student’s ability to do the following: 1. Frame contextual questions using mathematical representation. 2. Apply models to deduce consequences or make predictions. 3. Communicate quantitative arguments using clear prose. 4. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. Courses with QR designation address all of the above learning outcomes. Faculty Manual O-9 2013-2014 Edition Appendix O Quantitative Reasoning Rubric—(2012) Learning Outcome Unsatisfactory Satisfactory Exemplary 1. Frame contextual questions using mathematical representation. Example fails to provide a contextual question, or fails to use recognized mathematical representations to translate the relevant question. Example uses recognized mathematical representations to translate contextual questions. Example uses recognized mathematical representations to pose questions (student generated) that are relevant and unambiguous. 2. Apply models to deduce consequences or make predictions. Model is unclear or absent, or no clear conclusions or predictions are articulated. Example indicates a model, and the model is applied to make conclusions, however some of the terms or supporting work are absent. All of the terms are clearly defined, the supporting work is evident, and the model is applied appropriately to make conclusions. 3. Communicate quantitative arguments using clear prose. Example fails to coherently convey a complete argument. Example adequately conveys a verbal interpretation of a mathematical argument. The example suffers from minor omissions or errors. Example completely and clearly conveys a verbal interpretation of a mathematical argument. 4. Critique quantitative arguments with respect to assumptions, constraints, and logical coherence. Example acknowledges neither the appropriate assumptions and constraints of the model, nor the strengths and weaknesses of the argument. Example considers the appropriate assumptions and constraints of the model, or the strengths and weaknesses of the argument, but not both. Exemplar considers the appropriate assumptions and constraints of the model, and the strengths and weaknesses of the argument. Faculty Manual O-10 2013-2014 Edition Appendix O Ultimate Questions (UQ) Mode of Inquiry Catalog Description Courses with this designation are designed to encourage students to articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge through a critical analysis of fundamental beliefs, cultural practices, and competing truth claims with the aim to develop greater self-knowledge and wisdom, the ability for meaningful dialogue, social responsibility and understanding, and an appreciation for questions that lead to deeper insights into our actions and the reasons for them. While this mode of inquiry strongly emphasizes an assessment of cognitive systems and symbols, such courses also explore metaphors and language that penetrate to pre-cognitive or post-cognitive levels of people’s action (ethics) and ways of belonging (sociology) often associated with the sacred. Ultimate Questions courses are designated UQ in this catalog and each semester’s registration materials. Learning Outcomes In courses with UQ designation, students will learn and demonstrate growth from among the following: 1. Articulating and evaluating unexamined assumptions and paradigmatic ways of acquiring knowledge. 2. Analyzing critically fundamental beliefs, cultural practices, and competing truth claims. 3. Developing greater self-knowledge and wisdom, the ability for meaningful dialogue, social responsibility and understanding. 4. Appreciating questions that lead to deeper insights into our actions and the reasons for them. 5. Exploring pre-cognitive and post-cognitive levels of people’s action (ethics) and ways of belonging (sociology) often associated with the sacred. Recognizing that other modes of inquiry engage many of these issues, in an Ultimate Questions course, these topics and method lie at the center of the inquiry rather than arising as implications drawn from work in other modes of inquiry. All courses with UQ designation address the first learning outcome. In addition, they address at least one of the remaining four. Faculty Manual O-11 2013-2014 Edition Appendix O Vital Past (VP) Mode of Inquiry Catalog Description Courses in this mode of inquiry explore the human past and offer an opportunity to reflect on the continuities, change, and diversity in human experience across time. They investigate social, cultural, political, and other dimensions of human historical experience. They introduce students to various methods that scholars in different disciplines have developed to study the human past. These courses also encourage students to think critically about the interconnections between past and present. Vital Past courses are designated VP in this catalog and each semester’s registration materials. Learning Outcomes Students who complete a course with VP designation should do the following: 1. Identify, analyze, and contextualize primary sources. 2. Identify and critique secondary, scholarly arguments about the past. 3. Develop and defend an analytical or interpretive argument about the past. 4. Recognize that differences separate people, past and present, though all people share a common humanity. 5. Evaluate the reliability of evidence about the past. Courses with VP designation will fulfill many, but not necessarily all, of the learning outcomes. Faculty Manual O-12 2013-2014 Edition Appendix O Vital Past Rubric—(2012) Learning Outcome 1. Identify, analyze, and contextualize primary sources Unsatisfactory Sample is unsatisfactory if either of the following is true: 2. Identify and critique secondary, scholarly arguments about the past student does not understand what a secondary source is student is unable to articulate the strengths and weaknesses of a secondary source Writing sample is unsatisfactory if either of the following is true: Faculty Manual student does not understand what a primary source is student cannot place the primary source into larger context Writing sample is unsatisfactory if either of the following is true: 3. Develop and defend an analytical or interpretive argument about the past Satisfactory student cannot make an analytical or interpretive argument about the past student is unable to marshal evidence to support an analytical or interpretive argument. Exemplary Writing sample illustrates that the student recognizes the relationship between primary source materials and interpretations of the past in a broader context. Writing sample illustrates that student can use primary source material(s) to develop interpretations of the past in a broader context. Writing sample illustrates that student understands what a secondary scholarly argument about the past is and that some scholarly arguments about the past are better grounded in evidence than others. Writing sample illustrates that student can recognize a secondary scholarly argument about the past and discuss its strengths and weaknesses. Writing sample illustrates that student is able to make an analytical or interpretive argument about the past that requires more evidence. Writing sample illustrates that student can make a convincing analytical or interpretive argument about the past that is grounded in evidence. O-13 2013-2014 Edition Appendix O Learning Outcome 4. Recognize that differences separate people past and present, though all people share a common humanity Unsatisfactory Writing sample is unsatisfactory if either of the following is true: 5. Evaluate the reliability of evidence about the past Faculty Manual Satisfactory student does not understand that particular cultural practices, assumption, or ideas (etc.) are historically situated student believes that current cultural practices, assumptions, or ideas (etc.) are universally true and applicable for all times Writing sample is unsatisfactory if the student believes that all evidence is created equal Exemplary Writing sample illustrates that student recognizes the historic specificity of a particular cultural practice, assumption, or idea (etc.). Writing sample illustrates that student understands the historic specificity of a particular cultural practice, assumption, or idea (etc.) and is able to explain why these prevailed in the time period in question. Writing sample illustrates student recognizes that some historical evidence is stronger than others. Writing sample illustrates student understands how to weigh the merits of historical evidence and that evidence about the past is limited in scope. O-14 2013-2014 Edition Appendix O Global Pluralisms (GP) Designation Catalog Description Courses with this designation focus students’ attention beyond their own national boundaries. The use of analytical frameworks challenges students to address and understand the social, political, ethical, cultural, and/or policy discourses of other countries from a global perspective. These courses also include a consideration of multicultural perspectives within other countries. Curricular offerings focusing on the history or culture of a given nation, group, or region may meet this requirement by including a comparative component for the course. This focus may include comparisons between or among countries, as well as comparisons of different time periods. Through the process of examining Global Pluralisms, students prepare for their participation and citizenship in an increasingly diverse world. Global Pluralisms courses are designated GP in this catalog and in each semester’s registration materials. Learning Outcomes In courses with GP designation, students will have opportunities to do the following: 1. Develop a better understanding of the issues of identity, politics, culture, history, health care, and/or economics in a context of a culture other than that of the United States. 2. Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. 3. Reflect upon the relationship that two or more countries share with each other through a comparative analysis of literature, the arts, politics, and/or social movements. 4. Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals. Courses with GP designation address at least one of the above learning outcomes. Faculty Manual O-15 2013-2014 Edition Appendix O U.S. Pluralisms (US) Designation Catalog Description Courses with this designation explore the diverse experiences among those living in the United States. Students pursue inquiry into the varied dimensions of human diversity such as age, disability, ethnicity, gender, language, politics, race, religion, sexual orientation, and/or social class. These courses examine how the dominant traditions of American culture have marginalized the voices of those who have typically fallen outside those traditions, using analytical frameworks, or discussion that addresses the social, political, ethical, cultural, philosophical, and/or policy discourses among those groups. Through the process of examining U.S. Pluralisms, students prepare for their participation and citizenship in an increasingly diverse society. U.S. Pluralism courses are designated US in this catalog and each semester’s registration materials. Learning Outcomes In courses with US designation, students will have opportunities to do the following: 1. Identify and articulate the context of pluralism within the United States, including but not limited to race, ethnicity, sex, gender, sexual orientation, identity, language, age, ability, religion, and/or social class. 2. Analyze the historical, cultural, and/or aesthetic construction of marginality through a theoretical lens appropriate to the course content and discipline. 3. Develop and defend an analytical or interpretive argument about social, cultural, political, and/or economic injustices, including but not limited to issues of power, social justice, privilege, and citizenship. Courses with US designation address at least one of the above learning outcomes. Faculty Manual O-16 2013-2014 Edition Appendix O U.S. Pluralism Rubric – (2013) Learning Outcome Unsatisfactory Satisfactory Exemplary 1. Identify and articulate the Exemplar is unsatisfactory if context of pluralism the following is true: within the United States, Student has not articulated including but not limited the context of at least one to race, ethnicity, sex, issue related to U.S. gender, sexual orientation, pluralism. identity, language, age, ability, religion, and/or social class. Exemplar illustrates that the student has articulated at least one issue related to U.S. pluralism. Exemplar illustrates that the student has articulated the context of one issue in-depth or has articulated context(s) of a cross-section of issues related to U.S. pluralism. 2. Analyze discourses related to the historical, cultural, and/or aesthetic grounding of marginality through a theoretical lens appropriate to the course content and discipline. Exemplar illustrates that the student Exemplar illustrates that the student Exemplar is unsatisfactory if either of the following is true: student has not analyzed the historical, cultural, and/or aesthetic grounding of marginality. student has not applied an appropriate theoretical lens. 3. Develop and defend an Exemplar is unsatisfactory if analytical or interpretive either of the following is true: argument about social, political, and/or economic student has not developed an analytical or injustices, including but Faculty Manual O-17 has analyzed the historical, cultural, and/or aesthetic grounding of marginality although the analysis would benefit from more evidence. has applied an appropriate theoretical lens. Exemplar illustrates that the student has developed an analytical or interpretive has analyzed the historical, cultural, and/or aesthetic grounding of marginality using substantial evidence. has applied an appropriate theoretical lens in multiple contexts. Exemplar illustrates that the student has developed a convincing in-depth 2013-2014 Edition Appendix O Learning Outcome Unsatisfactory not limited to issues of power, social justice, privilege, and citizenship. Faculty Manual Satisfactory interpretive argument about social, political, and/or economic injustices related to the identified issues. student has not defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues. O-18 argument about social, political, and/or economic injustices related to the identified issues. has defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues. Exemplary analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues. has defended an analytical or interpretive argument about social, political, and/or economic injustices related to the identified issues using substantial evidence. 2013-2014 Edition Appendix O Paracurriculum Courses (Requirement) To graduate, students must complete three credits in paracurricular courses, one of which is in physical education or dance. Paracurricular courses focus on acquiring certain skills or participating in activities such as service or leadership. These courses are identified by course numbers below 100 and they are one or two credits. Paracurricular courses are graded satisfactory/unsatisfactory. The nursing department offers several paracurricular courses, such as NURS 009 Assistants in Research Activities, NURS 040 Community Service Activities and NURS 050 Experiential Learning Center Student Mentor. (See, Linfield College Course Catalog for more details.) January Term International Travel Courses The nursing department, as well as other Linfield College departments, offer four credit January term international travel courses. These four-week long study abroad courses foster global awareness and develop insights into major issues of our time. The courses offer students unique opportunities for innovative learning experiences beyond the standard curriculum. Nursing international travel courses are identified by the course number NURS 398. These courses may also require the prerequisite course IDST 031 Intercultural Communication: Departure and Reentry (1 credit), which examines global issues related to the topic of the travel course. To be eligible to apply for a January term international travel course, students must have completed at least one semester at Linfield College, be in good academic and social standing, and have a minimum GPA of 2.75 at the time of application. Twelve students are chosen for each course through a competitive selection process that includes a completed application, personal interview with the faculty, and other selection criteria deemed appropriate for particular courses. (Refer to the College International Programs website for more details at: www.linfield.edu/ipo/study-abroad-info/janterm.html.) Nursing Elective Courses Students have the opportunity to take nursing elective courses in an area of interest to them. Examples of these courses include: NURS 241 NURS 343 NURS 347 NURS 358 NURS 461 Brain, Mind, and Society Health Disparities Among Vulnerable Populations and Healthcare Practice Palliative Care of Children HIV Nursing: Caring and Concepts Clinical Ethics See, Linfield College Course Catalog for further details. Faculty Manual O-19 2013-2014 Edition Appendix P Medication Administration Profile Approved Spring 2007 Directions For Completing Medication Administration For NURS _____ You may cut and paste from Davis’s Drug Guide, but customize the information to make it appropriate for your individual client. For example, for a particular course, you may not be giving IV medications, so you do not need to include information about IV doses. Limit the information on any one drug to a two page maximum. Students often say they do not know enough to know what information is relevant and what is not. One goal of this worksheet is to help you identify the most relevant information you need to give the medication safely. Your clinical instructor will give you feedback about whether or not you have included the right information. Column 1: Medication Name In addition to prescription medications, include over-the-counter medications (OTC), vitamins, minerals, and herbal preparations. Include both the generic name and the brand name of the specific medication you are administering. In some facilities, only generic preparations are administered. If no trade name is provided, note at least one trade name from the drug guide. The therapeutic classification refers to the disease state or what the drug treats (hormone replacement), and the pharmacologic classification refers to the mechanism of action (thyroid preparations). Indicate the route of administration for this particular client. Record the dose prescribed for this client and the recommended dosage range for this medication (via this route) specific to this patient (i.e., geriatric). Record the pregnancy category, if the client is pregnant or in child bearing years. Column 2: Indication, Contraindications & Action Indication: Why is this medication prescribed for this client? In other words, what diagnosis (e.g., CHF, hypertension), problem (e.g., hypokalemia from diuretic therapy) or symptom (e.g., pain) is this medication intended to address? Contraindications: We will assume you know a drug is contraindicated if a person is allergic to it, so you do not need to repeat this for every drug. Are there other diagnoses or situations for which this medication should not be given? Are there related drugs that would make this drug contraindicated or used with caution? Action: What is the pharmacologic action of this drug as it relates to the diagnosis or condition? How does it work for this client? (e.g., Colace: promotes incorporation of water into the stool, resulting in softer fecal mass for an individual with constipation). If you do not know, record your educated guess and discuss it with the faculty when you are passing medications. Faculty Manual P-1 2013-2014 Edition Appendix P Column 3: Interactions You do not need to include all potential interactions, but those most likely in this client given the other medications, supplements, herbals, foods, etc., the client is taking. For instance, if it is a blood pressure medication, is the client taking other blood pressure medications? You may refer to something in Column 2 on contraindications if there is an issue you have already addressed. Column 4: Adverse Reactions & Side Effects Of Drug Many drugs have mild reactions like nausea, vomiting, constipation, diarrhea, etc., listed as side effects. Address these very briefly, unless they are present, and then you should have some information about what could/should be done to address the side effects (e.g., if orthostatic hypotension is a side effect, you would teach the patient to rise slowly and sit for a time before standing, etc.). Record the side effects or toxic effects that are most significant, dangerous or unique for this medication and any identified as “high alert” (e.g., no grapefruit with the statins). Address how you would monitor for them in Column 5. Column 5: Nursing Implications What assessment and monitoring will you do before or after administering the medication. What should you teach the client/family (i.e., if nausea is a side effect, taking the medication with food may be indicated). What should be reported to the physician or other members of the care team? What information should you share with nursing assistants? Include data (e.g., recent vital signs or results of laboratory tests). Do not just cut and paste this. Include the most relevant or essential information for this client. For example, if they are unconscious, then instructions regarding orthostatic hypotension is unnecessary. Column 6: Effectiveness Of Drug For Client Include both subjective and objective information you gather to tell you how the drug is working. For example: If the medication is prescribed to manage hypertension, you would want to look at recent blood pressure readings. If the medication is potassium, in addition to noting potential side effects, you would look at lab work. If the medication is prescribed for pain relief, ask the client on a scale of 0 to 10 (0 being no pain and 10 being severe pain) how much pain is he/she experiencing. Faculty Manual P-2 2013-2014 Edition Appendix P Sample Medication Administration Profile Student Name: Clinical Instructor: Date: Provide client specific information below: Medication Name (include over-the-counter medications (OTC), vitamins, minerals and herbs). Medication Name generic: brand: Classifications: Therapeutic: Indication, Contraindications & Action Client’s Initials: Age: Wt: Allergies: Race/Ethnicity: Code Status: Interactions Indication: Medical Diagnosis Adverse Reactions & Side Effects of Medication DSMIV-TR DX Axis I Axis IV Axis II Axis V Axis III Nursing Implications Effectiveness of Medication for Client Monitoring/Assessment: Contraindications: Client/Family Teaching: Action: Conditions to Report to MD and or Staff: Pharmacologic: Route for Client: Rx Dose for Client: Recommended Dose Range for this Client: Pregnancy Category if Pregnant: Faculty Manual P-3 2013-2014 Edition Appendix Q Praxis Orientation Approved: 2003; Revised: 06/10/10 Developed By The Linfield-Good Samaritan School Of Nursing Faculty Development Committee Praxis as a concept has been adopted by the Linfield-Good Samaritan School of Nursing because it is consistent with the teaching-learning philosophy of the curriculum. In essence, praxis is "thoughtful action"—the kind of action that brings elements of intention, mindfulness, and critical thinking into nursing practice. This is distinguished from task oriented "doing." While the latter is an important part of nursing practice, it is not praxis. The purpose of this document is to define the concepts of praxis, critical thinking and nursing practice; describe qualities of a praxis facilitator/educator, and provide examples of how praxis is used in nursing courses. Ultimately, the purpose is to provide the reader with usable information. The term "educator" could be anyone working with nursing students where "teachable moments" occur. Praxis Defined Praxis refers to a relationship between theory and practice in which students create/construct knowledge and meaning from their experiences. Within a praxis framework, students assess a situation, understand it through reflection and discussion, and make sound judgments that lead to justifiable actions. They are able to perceive situations within their larger context, make generalizations from their experiences, and take action as a responsible professional to modify/develop all levels of practice. Praxis is an active learning experience. Active learning as defined by Weimer (Personal Communication, OHSU Summer Education Institute, August 3, 1999) occurs when: “Students are involved, engaged, participating, and otherwise doing the hard work of learning.” Critical Thinking and Nursing Practice Nursing faculty adopted a model of nursing practice that reflects the complex thinking process involved in nurses’ clinical decision-making. As the nurse and client form a relationship, regard is given to the backgrounds of both the nurse and the client and what each brings to the relationship. This regard honors the uniqueness of each nurse-client relationship because there is a different combination of background variables and contexts with each nurse-client relationship. As messages are exchanged and processed, the nurse gets an “initial grasp” of the contextual situation. What the nurse takes in with this initial grasp depends upon what Benner (1984) refers to as the nurse’s expertise, which ranges from novice to expert. The actual processing of messages is simultaneous and continuous (picture a pinwheel blowing in the wind) and involves considerations of different ways of knowing and organization of the data. As understanding of the client and the situation becomes clearer, the process moves toward a more linear one of identification of problems and strengths, prioritization and planning, and evaluation of outcomes and interventions. If some outcomes are not met, the pinwheel process, which may have slowed but not stopped, speeds up further until additional understanding is achieved and the plan is Faculty Manual Q-1 2013-2014 Edition Appendix Q revised. This model of nursing practice is the framework to be used to guide the process in praxis seminars. Praxis Facilitator Qualities The educator's role during a praxis seminar becomes one of a coach and a facilitator of discussions about nursing practice experiences that emerge "in the moment." These "teachable moments" can occur one-on-one or in a group. The role requires knowledge and skill in interpersonal dynamics (one-on-one or group). The facilitator needs to have clinical expertise and knowledge of the course and curriculum so that opportunities are used to help students synthesize theory and practice and make meaning out of the larger context. The ability to tolerate ambiguity and flexibility is necessary since content of seminars may be unplanned and variable. Willingness to "let go" of control over the learning experience is also required. It is particularly challenging to resist talking too much and thus "taking over" the group when discussion becomes active. To avoid this, the facilitator needs to be alert to conflicting values. So, where does one begin? Praxis is not without some sort of structure, as the following examples will illustrate: One might begin by using a mode of inquiry that engenders discussion about practice relevant events that are drawn from the larger context. According to Lex Runciman, an active learning expert at Linfield College, inquiry directs students toward activities designed to answer their questions; whereas, topics “just sit there being themselves” (Personal Communication, Nursing Faculty Retreat, June 8, 1999). Framing thoughts in a question format helps students limit and focus the discussion. An example of a question that might be asked to direct students is: "What did you find out about the actual experience of people who have mental illness?" Follow-up questions might be: "Who else learned about that illness (schizophrenia or whatever the student may have introduced) and how was it similar to or different from what the student just shared?" The educator can begin to integrate formal knowledge by asking how textbook knowledge compares/contrasts with what they have learned about a particular illness. Students may take different directions in exploring the illness and how nurses respond. This will stimulate application of theory to practice as well as put ideas into a larger context. What may evolve is a dynamic unfolding case study that is consistent with the larger context of which the student has been a part. At the end, students may be asked to write down one or more new discoveries they have made when integrating knowledge with action. These responses can be used to evaluate "where they are at" and serve as a warm-up for the next praxis seminar. Students may also be asked to raise another question to be explored and discussed the following week. A reflective journal could complement the praxis discussion to encourage the student to explore theory and practice further. The educator/facilitator may best prepare for a praxis seminar by anticipating the context of the setting, the population served, the issues/concerns/fears of students, and the theory learned in Faculty Manual Q-2 2013-2014 Edition Appendix Q class during formal knowledge acquisition. As an example, a nursing practice experience may involve a target group of homeless people in one of Portland’s urban, high-risk health areas. Praxis questions related to this setting might be: “What would be the nurse's role with this population? What would be the prevalent health problems?” This latter question would identify students' understanding of bio-statistics as indicators of the community's health. The educator could also integrate issues such as domestic violence and substance abuse. Another question is: “What is the larger community's response to the homeless population?” This question gets at identification of some of the community action elements students need to be aware of and learn to use in practice. The challenge for the educator is to stay current clinically, be familiar with the course content, and have an understanding of the nursing curriculum. The opportunities that come from the praxis seminar experience are exciting and well worth the responsibilities required in the educator/facilitator role. Examples of Possible Praxis Seminar Activities a. As a way to engage students in thoughtful action about ethical decision-making, ask students to view a video clip of the life-terminating choices interaction between the nurse and the patient in the movie, The English Patient. The clip specifically focuses on the wordless interaction between the nurse and the patient when the nurse draws up a syringe of morphine for the patient’s pain. He rolls the additional morphine ampoules toward her with the implication of wanting an overdose. Ask students to identify what the ethical dilemma was for the nurse and how they would resolve this dilemma. Having read about valuing and ethics theory, the students apply theory to practice. During analysis, the shortcomings of principlism (i.e., context-free ethical decision making based on ethical principles such as beneficence, malfeasance, etc.) become more clear when discovered that unless a relational ethic of caring is also applied, the larger context of the situation is not considered. Example contributed by Barbara May, PhD, RN. b. Require students to read Life Support by Suzanne Gordon. This book depicts the day-today experiences of three nurses who practice in different settings, including hospital and non-hospital locations. The readings are assigned to coincide with praxis seminars, and ask students to complete a reading prep sheet that serves as a basis for discussion. The questions on the prep sheets emphasize topics covered in class so students can "connect" theory with practice. Prep Sheet No. 1 covers book chapters 1, 2, 5, and 8. Questions are as follows: i. Identify as many "ways of knowing" from your text and lecture as you can in the stories about Nancy Rumpkin. Using the language from the text and lecture, elaborate on the rationale you used to identify the various ways of knowing. Faculty Manual Q-3 2013-2014 Edition Appendix Q ii. Nancy Rumpkin's statements and behaviors are reflections of her values. Identify two to three beliefs/values from her stories and your impressions of how she came to hold those values. Your responses should reflect theory discussed in class and readings. iii. Identify and elaborate on evidence of holistic nursing care that Nancy Rumpkin used with her patients. Additionally, are there clues that she cares for herself in a holistic manner? Prep Sheet No. 2 covers book chapters 3, 6, and 10. Questions are as follows: a. Identify what you believe Jeannie Chaisson's philosophy of nursing is. b. Can you identify one or more of the concepts of caring from Morse, et al in her practice? Give examples. c. What evidence of professional comportment do you see in Jeannie's practice? Be specific and refer to your readings and class discussion on this topic. d. Do you see evidence that Jeannie practices within the nursing standards of practice presented in your texts and class? Provide examples. e. Identify one ethical dilemma Jeannie faced and briefly describe how she reached resolution. Prep Sheet No. 3 covered chapters 4, 7, 9, and 11. Questions are as follows: a. How culturally diverse did you find Ellen Kitchen? Give examples. b. Identify specific principles/techniques for client teaching Ellen Kitchen incorporated into interactions with her clients. Give examples. c. Identify changes in health care impacting Ellen's practice. How consistent (or inconsistent) do you find these changes with what we have talked and read about in class? d. How is Ellen Kitchen involved (or not) in formulating, directing, and/or responding to health care policy? What does Gordon have to say about nursing's involvement in health care policy? e. What does Gordon say about the concept of "stewardship" (as we have discussed it) in the chapters involving Ellen, in Chapter 11 and in conclusion? Give specific examples. Example contributed by Diane Welch, MSN, RN. Faculty Manual Q-4 2013-2014 Edition Appendix Q c. Ask students to identify something learned in clinical practice that day that would be applicable in any setting or nursing role. Then have them teach each other about it and include what they would do differently in their future practice based on what they learned. An example is: "If you did not document it, you did not do it." Example submitted by Linda Eddy, PhD, RN. d. Have students work both individually and in small groups to make decisions about nutrition for a simulated family. Prior to watching a five-minute video clip, students identify what background experiences they brought to the situation. After viewing the clip, students identify their initial grasp of the client and the situation. The facilitator asks the students to share their responses in a general group discussion for about five minutes. Students realize that the data they captured in their initial grasp of the client and the situation was very much related to their backgrounds which include their values/beliefs. For example, a student might notice that she had a belief about the need to control weight, and her initial grasp focuses mainly on "how fat and out of control with eating everyone in the family was." This is a powerful connection for student groups to process the data, plan, prioritize, set outcomes, and revise accordingly. Example submitted by Barbara May, PHD, RN. e. Use the following case study concerning a patient with wound care problems that coincides with lecture and readings on this subject. During the evening shift, a 32-yearold African American male, Mr. Jones, is admitted to the surgical unit after surgery for a ruptured appendix. The surgeon performed an emergency appendectomy and left the wound open to heal by secondary intention. On his arrival, the nurse notes Mr. Jones has a large dressing covered with an abdominal pad (ABD). The surgeon ordered wet-to-dry dressing changes every four hours while awake and cephalosporin 1g intravenous piggyback every eight hours. The health history is remarkable due to Mr. Jones’ threeyear history of insulin dependent diabetes mellitus, alcohol abuse, and smoking a pack of cigarettes per day for 15 years. Physical exam reveals: HT= 5'10", WT= 250 lbs., Blood Sugar 156 (N= 60-110), and dressing is dry and intact. Ask students the following questions: How would you classify the wound? What additional subjective and objective information would you want to get? What tools might you use to do an analysis of the wound? Given the information you have, can you identify the condition and its causes or contributing factors? (Point out the web of causation concept.) Based on the Stage of Disease handout, what stage in tissue change is present? What is the level of prevention? What is the mode of intervention? Based on your assessment what would be the best plan of care? What would you teach the client, family or other caregivers about this condition, its treatment and prevention? Faculty Manual Q-5 2013-2014 Edition Appendix Q Apply the same questions used in the case study above to wound care in a different age group (child recovering from a laceration wound suffered in a motor vehicle accident) and a different setting (young adult in a rehab center recovering from a football injury). Divide students into three groups each group working on one of the above cases. During general discussion, the praxis facilitator compares and contrasts the responses to these questions across contexts. (Note: The cases were drawn and adapted from: Metzler, D. (1998). Study Guide for Leahy and Kizilay: Foundations Of Nursing Practice, A Nursing Process Approach. Philadelphia, PA: W. B. Saunders Company.) Example submitted by Diane Welch, MSN, RN. f. Sit with a student in a setting where there are clients with psychiatric diagnoses. Have the student observe client behaviors for a specified time and describe those behaviors in writing. Then have the student go to assigned resources to define the particular diagnoses of the client(s) based on observed behaviors. Example contributed by Rod Galyen, PhD, RN. g. During the praxis seminar following the students’ nursing care experience, the facilitator begins with a brief discussion on the meaning of praxis and the aim of the seminar. Students are asked to jot down three things that come to mind when recalling their first day on-site. They are given a 3 x 5 index card and a few minutes to reflect and write. Prior to sharing with the group, students are told that the facilitator would be listening for themes and taking a few notes. Each student shares three things. Examples of possible comments might be as follows: "It was not as scary as I thought it would be"; "The community-type atmosphere was positive"; "My values and biases really came up that first day"; and "It makes a difference when you genuinely care and it’s not just a job. The facilitator summarizes the themes based on what students share. Discussion follows about milieu and therapeutic use of self, values, and feelings. Formal knowledge is integrated where relevant and comparisons are made across the various clinical sites. The facilitator asks them to reflect further on these themes in their journals. Example contributed by Barbara May, PhD, RN. h. During on-site supervision, ask each student to identify a client with a DSM diagnosis that they are interested in. Students are asked to present a client case briefly with an emphasis on the diagnosis. They are to review diagnostic criteria from text, manual, etc. and incorporate textbook information in their verbal presentation. They are asked to address similarities and differences in their client versus the DSM diagnostic criteria and compare and contrast the diagnosis with similar ones. For example, if working primarily with adolescents, students differentiate conduct disorder versus oppositional defiant disorder and talk about why the client would not be identified as having antisocial personality disorder. Example contributed by Linda Eddy, PhD, RN. Faculty Manual Q-6 2013-2014 Edition Appendix Q i. An objective of a praxis would be to heighten students’ awareness of the importance of self-care in relation to remaining calm under pressure and to provide a visual reminder to breathe. Ask students the following questions: What happens when anxiety increases? What happens to breathing? What happens to pulse? Voice? Muscles? Gestures? The ability to think? Ask the students to develop a plan for self-control based on their responses: Breathe slowly and deeply Relax muscles Keep voice calm Relax muscles Limit gestures Think one step ahead Next, implement an imagery exercise that focuses on breathing, relaxing, and then pretending to be in a favorite place in nature feeling calm. After the imagery exercise, make a “breathe” sticker using colored pens and stick-on nametags. Each person then shares with the group a favorite place in nature. Give homework of practicing imagery and reporting back in future praxis seminars. Example contributed by Ann Chamberlain, MSN, RN. j. Assign students to prenatal visits with clients. Include in a prenatal evaluation student responses to the following questions and statements: How did you decide which nursing diagnoses to address at each visit? How did you determine the priorities for nursing care? If you discovered that you identified a nursing diagnosis that the client did not see as a problem, how did you determine which diagnosis to address? Describe positive health behaviors exhibited by the client and/or family. Discuss the strategies you used to reinforce these behaviors. Describe how you used nursing literature. Identify the specific article(s). How did the article(s) increase your knowledge and understanding and how did you use it in your work with this family? Discuss how you used pamphlets, books or videos with the family. Describe community resources you used in your work with the family. Include agencies that you called to the attention of the family. What was surprising about the visit? What did you find puzzling? What was affirming about the visit? What stood out to you about this visit? In other words, what did you really learn from this visit? If you could change one thing about this visit, what would it be and why would you like to change it? Describe your roles at this visit. Faculty Manual Q-7 2013-2014 Edition Appendix Q Describe the family's response to your visit. Identify your feelings or intuitions regarding the family. Students could be asked to share their evaluations in praxis seminar. Commonalties could be identified and compared to what they have learned in class or readings. Example contributed by Kathy Sims, PhD, RN and Cheryl Langford, PhD, RN. k. At the initial praxis conference, ask students to draw a representation of their new client and diagram their initial understanding of the client’s resources in the community. The purpose is to help students identify their own knowledge gaps and anticipate the needs of their clinical population. At the end of the clinical experience, students create another visual record of the client’s resources and linkages in the community. Artistic ability is not required as the focus of the exercise is on the linkages students can identify. Students share their drawings and thoughts identifying similarities, concerns, and gaps in knowledge. After sharing, they record thoughts about the challenges their clients face and the areas of nursing care they anticipate will be most difficult for them. Students share one or two of their challenges with the group. This activity encourages students to utilize community assessment tools, focus on client needs and resources, and to be alert for ways to link their clients with local resources. At the final praxis conference, students draw their client and links to community support without looking at their first drawing. After five minutes, they look back on the first drawing and their list of client challenges. The drawings reveal how much they have discovered about their client and community resources. Ask students to identify their three most intense clinical learning experiences and record what they learned. Example contributed by Karen Hubbard, MSN, RN. Faculty Manual Q-8 2013-2014 Edition Appendix Q Faculty Manual Q-9 2013-2014 Edition Appendix Q l. Ask students to think about the sickest patient they cared for today, having them list all the problems they can think of for that patient, including the patient's concerns. Then ask students to select the priority patient problem and write everything they did to assist the patient with that problem. Finally have them identify if they documented the status of the problem and all the interventions that were done in the medical record. Also, have each student share the problem and interventions that they did with the group. Have the group talk about other interventions that might have been done or anything that could be done differently when caring for a patient with the same problem in the future. m. Have students discuss patients they have cared for who were taking anticoagulant medications (heparin, lovenox, Coumadin) and describe why the patients required anticoagulation. Then have students discuss what was done to determine or regulate dosage of the medication, what diagnostic studies were used (PTT, PT, INR). Ask the group to compare patients and discuss the common effects and reasons for anticoagulation and related nursing management including patient teaching. This approach could be used to learn about other drug classifications, such as antihypertensives, antiarrhythmics, antiseizure or antibiotic medications. n. Ask students to describe patients with similar problems or in similar situations, for example, patients with chronic neurological problems or patients experiencing surgery. Have them identify common problems or patterns of response by the patients to their situations. Also, have students discuss differences based on the specific disease or type of surgery. Continue with discussion of nursing management of the problems including what was done and what could be done in addition or differently. o. Ask students to tell stories about patients in which specific themes or concepts might be embedded. For example, to teach about nursing roles, have the students tell stories about caring for patients. Then have them identify nursing roles carried out in each story such as advocacy, teaching, coordination of care, symptom management, and so forth. p. Ask students to identify their main concern for one of their patients for the day/week. Then ask them to consider what they think that same patient's main concern was. Ask them if the concerns are the same or different and why. Have the group identify what patterns occurred across situations. Ask if the concerns were usually the same or different and what are the implications for practice. Examples 12-16 contributed by Joan Radke, MSN, RN, Jana Taylor, MSN, RN, and Peggy Wros, PhD, RN. q. At the beginning of the clinical rotation, review the Linfield-Good Samaritan School of Nursing “Model of Nursing Practice.” Draw particular attention to the Data Gathering section of the model. Advise students that for the following three weeks some praxis time will be spent on sharpening data gathering skills, including performing physical exams (head to toe and focused assessments) and obtaining data from health care records. Use a series of praxis times to come back to the same topic, each time aiming at an Faculty Manual Q-10 2013-2014 Edition Appendix Q improved level of understanding. The following examples deal with lab values and performing physical exams. First Praxis Give the students a simple pretest. Ask them to match selected lab tests with a typical normal range of values. Labs at this level might include the following: RBC, HCT, Hg, WBC, absolute neutrophils, FBS, PT, INR, BUN, Creatinine, K+, Ca++, Na+, cholesterol. Other labs may be used depending on the clinical setting. The students might not know many of the values and may not know the symbol for each test. The pretest will highlight for them what they need to work on. Discuss the nurse’s role in recognizing abnormal values, review issues regarding safe handling of specimens, collection techniques, and fasting versus non-fasting specimens, etc. Assign the students to smaller groups of two or three and ask each group to return to the next praxis with information on hematology (RBC, WBC, HCT, Hg, etc.); chemistries (K+, Ca++, Na+, BUN, Cr, etc.), and coagulation studies (PT, PTT, INR). Ask each student to bring an example of lab results from the health care records of patients they have actually cared for and to be prepared to discuss their cases at the next praxis. Second Praxis During the second praxis, have each smaller group of two or three students explain what they have learned about hematology, chemistry, and/or coagulation studies and have students compare and contrast their patient care examples. Help students link abnormal results to patient diagnoses or treatment goals. Students can be guided to learn the basic differences in collection tubes (purple top, blue top, etc.), techniques for obtaining specimens, and how to differentiate abnormal results that are marginally out of line versus abnormal results that signal a high alert. Tie together lab results with patient diagnoses, procedures, and/or medications. Third Praxis A third praxis can be accomplished with a post-test. Occasionally, announce contests awarding simple, funny prizes to the students with best scores or divide students into teams and have teams compete for most correct answers. Point out how much progress they have been able to make over the three-week time period comparing their pretest results with post-test answers. Examples contributed by Linda Budan, PhD, RN. r. Refer students to the Linfield-Good Samaritan School of Nursing Model of Nursing Practice to reinforce how the data gathering pieces fit together creating the clinical picture. Advise students that a series of three praxis seminars will be devoted to: 1) identifying areas for development in relation to doing physical assessments; and 2) developing their documentation skills. Since many clinical sites use checklists or charting by exception, students do not have equal exposure to the narrative documentation format. During the first in a series of three praxis seminars, give the Faculty Manual Q-11 2013-2014 Edition Appendix Q students an example of a head-to-toe narrative documentation of a hypothetical postoperative patient. If the praxis group voices a need to review the head-to-toe physical exam, find an empty patient room and take the group through the head-to-toe demonstration with questions and answers. First Praxis Give students a narrative documentation example to use during praxis time, asking them to document the actual findings they have uncovered on their assigned patient for the day or week. Students share their narrative documentation with the entire group. Discussion focuses on comparing findings and linking specific findings with patient diagnoses or problems. Second Praxis During the second praxis, ask students to document a narrative head-to-toe assessment of their assigned patient. This time, they are only provided with an outline of the major categories to be addressed in the narrative documentation. They must come up with the appropriate terminology. Read each narrative and give feedback. Eliminate all unnecessary verbiage and avoid first person sentences. Again, review medical terminology and definitions as needed and link assessments with patient problems. Third Praxis During the third follow-up praxis, ask students to document their head-to-toe assessment findings on a blank sheet of paper, using no guidelines whatsoever for the categories to be included. Have students exchange their documentation and provide feedback to one another. Throughout the three-week period, encourage students to read as many histories and physicals as they can find in the medical records. Example contributed by Linda Budan, PhD, RN. s. Provide “mini journals” to students at the beginning of the clinical rotation. Use these mini journals to encourage students to practice “writing to learn.” The use of the mini journal is based on the idea that writing clarifies thinking and can actually sharpen one’s powers of observation. Ask each student to write for 5 to 10 minutes at the beginning of praxis answering questions such as: “Compare your patient’s status today with what you observed yesterday or last week. What differences, if any, do you observe?” “Evaluate your patient’s progress toward meeting at least one goal.” “If you have cared for two patients with the same diagnosis, list things that are similar and things that are different between the two patient situations.” At other times, use the mini journal as simply a “free writing” time or direct students to address a specific situation demonstrating how they have met one or more of the clinical outcomes. Review the “mini journals.” Students share their written observations with the group. Faculty Manual Q-12 2013-2014 Edition Appendix Q Examples contributed by Linda Budan, PhD, RN. t. Have the students work in small groups of three to four students exploring clinical scenarios in which delegation is the focus. They have to decide what can be delegated, to whom, and their rationales. They record this information on a flip chart or grease board and then present their situations to the collective clinical group. Discussion around issues and concerns may also come forth from the students. Example contributed by Pam Wheeler, PhD, RN. u. Have a course assignment to develop a research question based on what students experience in their practice site and what they read in the literature. To facilitate an inquiry process that can lead students to their question, students can use concept mapping as in the following sample. This can be done individually, in pairs or in small groups. Whichever approach is used, after the students have time to flesh out their questions and ideas, have them discuss their maps in the larger group, soliciting more questions and ideas from their peers. To begin: a. b. c. d. Decide how the map will be started (individual, pairs, small groups). Have students identify the topic or theme, asking them to place that at the center of the paper. Have students identify questions they need to ask to obtain more information to build their knowledge base about the topic (see, sample). Have students start answering the questions. This part will be incomplete as, hopefully, students will need to explore further for the answers. This can then be a tool the faculty uses with the students when they meet weekly to discuss the assignment’s progress. When working with the students, ask them to identify themes in their answers, unanswered questions, conflicting information, additional questions to ask, what sparks their interest and why? Will the research question students are asking inform nursing and improve practice? Example contributed by Jana Taylor, MSN, RN. Faculty Manual Q-13 2013-2014 Edition Appendix Q What do you want to learn about this type of pain management? What does the literature tell you? Hip surgeries? Knee surgeries? What do clients say about epidurals? Epidurals for post-op pain management What do other nurses say about post-op pain management with epidurals? What are the teaching issues for clients with epidurals? What have you observed in clients with epidurals v. During senior practicum rounds, ask students to do case presentations for the next praxis seminar. Select students who have a particularly interesting or challenging situation. They are expected to present all the relevant information on the patient from diagnosis to discharge instructions, detail any consults or resources, anatomy and physiology of the illness, family involvement, etc. They can bring any books or AV aids they need to present the case. Keep an easel in the room for students to diagram. Other students are expected to bring resource books as well. Bring a variety of books, so as a group, students can look up labs, implications, etc. Each of the students presents a case study and others ask questions, comment, offer suggestions, etc. Selected themes to pursue such as family involvement, interpretation of lab values, and others to discuss. Example contributed by Diane Welch, MSN, RN. w. Discuss time management and organization of care with multiple clients or a client with multiple critical needs. Encourage students to express thoughts, feelings (frustration, anxiety, anger), and concerns. Ask students to discuss what they observed in their Clinical Teaching Associates (preceptors) as role models of time management/ organization of care. List “organizational tips” and review agency flow charts. Example contributed by Sue Butell, MSN, RN. Faculty Manual Q-14 2013-2014 Edition Appendix R AACN Guidelines For Accommodating Students With Disabilities In Schools Of Nursing Approved By: AACN Board of Directors, 10/21/00 Background Nursing as a profession has a value of enabling individuals to achieve their highest level of healthy functioning. There is also interest in attracting the widest possible group of talented individuals who can successfully enter the profession if appropriately supported. These values are balanced by the responsibility to the public to prepare only those professional nurses who will provide safe and effective care. The Americans with Disabilities Act provides the legal framework to guide these responsibilities. The Americans with Disabilities Act, enacted into law by Congress in 1990, is the most comprehensive of the federal civil rights laws designed to ensure equal opportunity for people with disabilities. It prohibits discrimination on the basis of disability in employment, state and local government, public accommodations (including schools and colleges), commercial facilities, transportation, and telecommunications. Although it makes provision for the treatment of individuals in a wide variety of situations, it is necessarily broad in many of its definitions. Post-secondary educational institutions are directed to have written policies regarding referral, accommodations and due process, but no general guidelines are provided, nor are there guidelines specific to faculty and students in schools of nursing. In December 1999, 145 of 540 AACN-member schools responded to an email survey concerning the Americans with Disabilities Act. Of those responding, 91 percent indicated the school or parent institution has policies and support systems in place addressing Americans with Disabilities Act issues. Of those responding, 87 percent had experience with students having either a physical or mental disability or both. Seventeen schools reported having experiences with a lawsuit involving the Americans with Disabilities Act. Only 12 percent indicated they have had no experience with such students. If this sample is representative of schools of nursing, it is clear this is an issue of concern to the vast majority. In fact, all but eight schools responded that some materials specific to schools of nursing would be helpful to them. It is in recognition of this expressed need that the American Association of Colleges of Nursing (AACN) has prepared this discussion paper. History and Summary of the Americans with Disabilities Act The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 are federal statutes that guarantee protections to individuals with disabilities. Section 504 of the Rehabilitation Act provides protection to individuals with disabilities in eight areas of service provided by colleges and universities that receive federal financial assistance: employment, admission and recruitment, student programs, academics, housing, financial assistance, nonacademic services, and health and social services. The Americans with Disabilities Act ensures that many of the requirements set forth in Section 504 of the Rehabilitation Act and its implementing regulations are required in both public and private Faculty Manual R-1 2013-2014 Edition Appendix R sectors. The general purposes of the Americans with Disabilities Act are to eliminate discriminatory practices against disabled individuals and to provide clear standards that are enforceable against such discriminatory processes. The Americans with Disabilities Act of 1990, coupled with Section 504 of the Rehabilitation Act of 1973 and the Civil Rights Regulation Act of 1987, provide legal resources for disabled individuals to seek amends for inequities in employment, transportation, and other aspects of everyday life. Case law and judicial rulings center on the main premise that "public entities are prohibited from denying a qualified individual with a disability the opportunity to participate in or benefit from any service or to limit a qualified individual with a disability in the enjoyment of any right or privilege" (NCSBN, 1999, p. 101). Definitions Before discussing the Americans with Disabilities Act with specific reference to a School of Nursing, it may be useful to review the definition of several terms used in the legislation. "Disability": An individual with a disability is any person who: has a physical or mental impairment that substantially limits one or more major life activity (e.g., breathing, caring for oneself, working,); has a record of such an impairment; or is regarded as having such an impairment. A physical impairment is "any physiological disorder, condition, cosmetic disfigurement or anatomical loss affecting one or more of the following body systems: neurological, musculoskeletal, special sense organs, respiratory (including speech organs), cardiovascular, reproductive, digestive, genitourinary, hemic and lymphatic, skin and endocrine." A mental impairment is defined as "any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness and specific learning disabilities." In determining whether or not an impairment "Substantially Limits a Major Life Activity," three factors are considered: the nature and severity of the impairment; the expected duration of the impairment; and the permanency or long-term impact of the impairment. "A Record of Impairment" is said to exist when an individual has a history of a disability, whether or not s/he is currently substantially limited in a major life activity. Such disabilities could include a history of heart disease, cancer or mental illness. The Americans with Disabilities Act also protects individuals from discrimination even when an individual is regarded as having an impairment, although no impairment exists. For example, an Faculty Manual R-2 2013-2014 Edition Appendix R individual who speaks slowly may be regarded as having a mental impairment, although no impairment exists. A qualified individual with a disability is protected from discrimination on the basis of his or her disability. A qualified individual with a disability is an individual who both has a substantial impairment and meets the skills, experience, and education requirements of the position held or desired and who can perform the essential functions of the job with or without reasonable accommodation. Individuals with contagious or infectious diseases (such as AIDS or HIV infection) are covered under both the Americans with Disabilities Act and the Rehabilitation Act, but to be otherwise qualified the individual must not pose a direct threat to the health or safety of others. The Rehabilitation Act, §504 does not protect those whose abuse of alcohol or other drugs prevents them from performing the job duties or who are a direct threat to others. Although this refers to employment, the same standard probably applies to students. The Americans with Disabilities Act applies a similar definition and clarifies that one currently engaging in the use of illegal drugs is not protected. The Americans with Disabilities Act and §504 also specifically exempt several categories of individuals, including: transvestites, homosexuals, bisexuals, transsexuals, pedophiles, exhibitionists, voyeurists, those with gender identity disorders not resulting from physical impairments, compulsive gamblers, kleptomaniacs, and pyromaniacs. Regardless of disability, the individual must be able to perform the "Essential Functions of the Job." Functions are considered essential if: the employees in the position are required to perform these functions; they are functions that would fundamentally change the job if removed; the position exists to perform these functions; a limited number of other employees are available to perform the functions; or the functions are highly specialized, and the person in the position is hired for his or her special expertise or ability to perform the function. A reasonable accommodation is any modification or accommodation to a job, practice, policy or the work/education environment that allows a qualified individual with a disability to participate equally in an employment or educational opportunity. Employers/Educational institutions must provide reasonable accommodations to the known physical or mental limitations of a qualified applicant, student, or employee with a disability unless the employer/educator can demonstrate that the accommodation would pose an undue hardship. It is the responsibility of the individual with a disability to request an accommodation. An undue hardship is an action requested of an employer/educational institutions that requires significant difficulty or expense in relation to the size of the employer/educational institution, the resources available, and the nature of the action. Each proposed accommodation must be evaluated on a case-by-case basis to determine whether it is an undue hardship. It is important to bear in mind that it is the overall institution that is responsible. Thus, the nursing budget may not be able to manage the expense but the parent institution's budget could be deemed adequate. Faculty Manual R-3 2013-2014 Edition Appendix R In the case of a public institution, it may be the state budget that is the final standard for evaluating the reasonableness of the accommodation. However, even if a particular accommodation is determined to be an undue hardship, the employer/educational institution must consider alternatives. For example, structural adjustments to an historic building may be prohibitively expensive but a temporary wooden ramp could be utilized. Aspects Related to Nursing Education Virtually all post-secondary institutions rely on federal financial assistance in some form and thus have taken steps to insure that their campuses and educational programs are accessible to persons with disabilities. Case law and judicial rulings have identified five major areas of concern involving nursing education programs. These areas include: 1) admission decisions, 2) retention and dismissal policies for admitted students, 3) provisions of auxiliary aids, 4) accessibility of continuing education programs, and 5) employment policies. The first three areas of concern most clearly pertain to nursing students and will be discussed in this paper. The policies and procedures of the parent institution frame the strategies that nursing education programs use to respond to the requirements of the Americans with Disabilities Act. Therefore, nursing faculty should be aware of the policies of their college or university together with any services that are offered to the institution as a whole. Any policies adopted by the School of Nursing must be in conformance with those of the parent institution although they may differ with respect to the unique requirements of the nursing curriculum. The Americans with Disabilities Act clearly stipulates that information pertaining to accommodations and provisions for disabled individuals under the act must be publicly accessible. For this reason, all policies and procedures should be clearly written and published in easily accessible form in bulletins, student handbooks, Web pages, and so forth. Admission Policies The clear delineation and publication of criteria for admission may be the most important action a School of Nursing takes with regard to the Americans with Disabilities Act. It is these criteria that allow applicants to understand what functions, standards, and competencies will be required of them during their course of study and whether or not some accommodations will be necessary in order for them to be successful. These criteria should be fairly applied fairly to all applicants. No quotas may be set for students with disabilities. Each school will select criteria reflecting the functions, standards and competencies that correspond to its particular mission. However, the National Council of State Boards of Nursing (NCSBN) has defined a thorough list of competencies necessary for the professional practice of nursing that can be used as a useful reference. These competencies were derived from an extensive study of practicing nurses and can be defined in general terms as: Ability to see, hear and touch, smell and distinguish colors. Oral and writing ability with accuracy, clarity, and efficiency. Manual dexterity, gross and fine movements. Ability to learn, think critically, analyze, assess, solve problems, reach judgment. Faculty Manual R-4 2013-2014 Edition Appendix R Emotional stability and ability to accept responsibility and accountability. The functional abilities or performance standards required to be successful in a particular school's nursing curriculum should be made available to applicants, faculty and students in catalogs, application materials, brochures and other descriptions of the program as well as reflected in course objectives. In defining these functions, standards, and competencies for a school, it may be desirable to identify and define the competency and then provide examples of specific activities or functions that would be necessary for the student or nurse to perform in demonstrating that competency. For example, for the competency of critical thinking the faculty may list such activities as identifying cause and effect relationships or being able to establish priorities among several tasks or pieces of data. Similarly, for the ability to hear they might list hearing monitor alarms or ausculatory sounds; for the ability to communicate the examples might be explaining treatments, doing health teaching or giving a report to a colleague. For more examples, See, Watson, 1995, p. 150. A school may request information about disabilities on the application form or on a separate form, provided the form states that the provision of such information is optional. For example, the application may list an office and telephone number for the applicant to contact if he or she believes there are any circumstances that may require special accommodations or services. It is also permissible to provide a space for applicants to provide any information that they believe would help the institution to meet their learning needs. The NCSBN recommends that questions on applications regarding disability should focus upon an individual's ability to practice a profession rather than a history of disability. The Association of Academic Medical Centers suggests schools judge applicants on their ability to perform all essential functions and complete the program successfully. If an applicant discloses information about a disability, that information may be taken into account in the admission decision. It is advisable that every decision about admission be made on a case-by-case basis since a part of the decision rests on the nature of the "reasonable accommodations" which will need to be made in order for the student to be successful once admitted. Reasonable Accommodations In most colleges and universities a central office has the responsibility for the identification, assessment, and validation of disabilities as well as the determination of necessary accommodations. A common practice is the requirement that students with disabilities must identify themselves to this central office which then will facilitate the notification of individual departments and/or professors. Many schools of nursing have adopted the practice of including a discussion of this process in their orientation programs for new students as well as in written materials. Other schools print a notice in each course syllabus alerting students to the need to discuss their special needs with the instructor, usually by some specified time early in the course. Once s/he is made aware of the issue, the faculty member can then consult with the office on campus that deals with disabilities for assistance in making accommodations for the student. Students with learning disabilities may require accommodations related to instructional method (note takers, taped lectures, large print text); assessment and testing (extended time, separate location, alternate form); and/or institutional accommodations (extended time to degree, course Faculty Manual R-5 2013-2014 Edition Appendix R requirement substitutions or waivers, priority registration). In addition, counseling about the organization and budgeting of time is often needed. The application of learner-centered pedagogy to all students will usually meet the needs of these students as well. Students with physical disabilities may require, the use of assistive devices or equipment adjustments. Modifications specific to clinical experiences may be necessary in addition to classroom adjustments. The most common types include equipment modifications such as amplified stethoscopes for the hearing impaired. However, it is important to bear in mind that there are some impairments that may preclude participation in the profession of nursing. An individual may be able to master content and pass classroom examinations, but possess certain limitations or conditions that cannot be surmounted with present day technology. For example, it is unlikely that an individual who has no use of her arms and hands or who is completely blind could be successful in a nursing curriculum. Accommodations that would substantially alter the curriculum are not required. For this reason, it would be prudent for the faculty to identify clearly the essential components of the nursing program. For example, experiences in direct patient care are essential but clinical assignments may be arranged so that a student with a chronic back problem would not be in a situation requiring lifting. Procedures for obtaining special accommodations should be written and available to all applicants and students. Such procedures will usually include the appropriate office or individual to be contacted, conditions under which accommodations are made and an appeal process. Students have the responsibility to identify themselves as needing accommodations and the school may require documentation of the disability. Students who are not satisfied with the accommodations that have been made may request that they be changed to better meet their needs. Retention and Dismissal Once admitted to the School of Nursing, all students must be measured by the same academic standards. Regardless of disability and reasonable accommodation, a student must pass all courses at an acceptable level and master all essential clinical competencies. Several court cases have held that schools have not discriminated against persons with disabilities by dismissing them for academic failure. Promotion and retention policies should be published and an appeal process articulated for all students. Summary Facilitating successful accomplishments for persons with disabilities is consistent with nursing's professional values. To meet this goal, as well as to comply with the provisions of the Americans with Disabilities Act, faculties of nursing should be well informed about the law and the policies and procedures of their parent institution with regard to the law. In addition, admission policies should articulate the competencies that students must achieve in order to be successful in the academic program and the faculty should identify the areas of the curriculum that are essential. Creativity and imagination should be used in defining reasonable accommodations for individuals who identify themselves as needing them. All policies and Faculty Manual R-6 2013-2014 Edition Appendix R procedures, together with the appeal process, should be written and published in documents that are readily accessible to all students. Resources Agency for Healthcare Research and Quality (AHRQ). (2000). [On-line]. Available: http://www.ahrq.gov/news/ American Association of Legal Nurse Consultants. (2000). [On-line]. Available: http://www.aaln.org. Association of American Medical Colleges. (1993). The disabled student in medical school: An overview of legal requirements. Washington, DC: Author Gephart, D. (1999). 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Commentary: Jumping through hoops and walking on egg shells or discrimination, hazing, and abuse of students with disabilities. Journal of Nursing Education, 39 (5), 205 - 210. National Council of State Boards of Nursing. (1999, July). Uniform core licensure requirements - A supporting paper. [On-line]. Available: www.ncsbn.org/files/publications/positions/uniformcorepaper. asp. National Council on Disability. (2000). [On-line]. Available: http://www.ncd.gov. Simunek, L. (1999). Legal issues regarding the American with Disabilities Act (ADA) from an educator's perspective. Presented at the American Association of Colleges of Nursing Second Annual Baccalaureate Education Conference, November 4-6, 1999, San Antonio, Texas. Faculty Manual R-7 2013-2014 Edition Appendix R The University of Texas at Arlington. (1999). Students with disabilities: A guide for students and staff. [On-line]. Available: http://ais.uta.edu/policy/disabilities I/disabilities.htm. U.S. Department of Education National Center for Education Statistics (1999). An institutional perspective on students with disabilities in postsecondary education. August 1999 statistical analysis report. Watson, P (1995). Nursing students with disabilities: A survey of baccalaureate nursing programs. Journal of Professional Nursing, 11 (3), 147-153. Yocom, C. (1996). Validation study: Functional abilities essential for nursing practice, i-ii, 2. National Council of State Boards of Nursing, Inc. Faculty Manual R-8 2013-2014 Edition Appendix S Application For Learning Support Services Courtesy Testing Accommodations Learning Support Services Courtesy Testing Accommodations PLEASE PRINT LEGIBLY Date First Name EMALE Student ID Gender Preferred Name (if different) MI Your College Address (hall & room no. or off-campus address) ALE Last Name @linfield.edu email Year in School: Course Name: Course: Professor’s Name: Time Allowed: ______ How will the exam be returned: Materials Allowed: Proctored Test For Whom: Professor’s Signature: Picked Up By: Date Returned: Time: LSS Initials: Student Information and Disclosure Form Please read & sign the disclosure statement indicating that you understand your rights and the limits of confidentiality the staff will observe. Acknowledgment: I have read and understand this information governing the courtesy exam service and agree to abide by the directions given. I accept the responsibility for keeping scheduled appointments and for notifying Learning Support Services in advance when I cannot keep an appointment. Please leave all cell phones, iPods, MP3 players, earphones, radios, tape recorders, handheld computers (PDA’s), backpacks and any hats, coats or purses in the space provided in the reception area. You may not ask for or receive any help (other than by prior arrangement) on an exam. It is your responsibility to bring materials needed for testing: bluebook, Scantron form, paper, writing instruments, etc. Signature Date Please arrive at least 10 minutes before the exam is scheduled. Services may be changed or rescinded at any time for disregarding stated rules or for suspected cheating. Staff accountability: Staff members are accountable for the quality of their work with you. If you have concerns about the services you receive, discuss these with the person you are seeing. If you are still not satisfied or have reason to believe the staff member is practicing unethically or unprofessionally, you may discuss this with the Director or Vice President for Academic Affairs/Dean of Faculty. 06/08/12 Faculty Manual S-1 2013-2014 Edition Appendix T Incomplete Grade Contract This form is available on the Registration and Records website in the Forms section: Incomplete Grade Contract. Faculty Manual T-1 2013-2014 Edition Appendix U Communication Process For Experiential Learning Center (Nursing Lab) Set-Ups Regularly Scheduled Experiential Learning Center (Nursing Lab) Classes 1. Integrated Experiential Learning Coordinators will submit an up-to-date lab manual/syllabus to the Experiential Learning Center Director a minimum of two weeks prior to the first day of the term. 2. Integrated Experiential Learning Coordinators will identify and note significant changes from the previous class and term on a separate document or email to the Experiential Learning Center Director a minimum of two weeks prior to the first day of the term. Significant changes include: a. b. c. d. Change in skill Change in lab format, such as station rotation to whole group demonstration, etc. Change in equipment or supplies needed. Please note: changes to the student lab kits must be submitted by September 1 for the Spring term and by February 1 for the Summer and Fall terms. Change in scenario, especially: i. Client name ii. Date of birth iii. Medication iv. Problem(s) 3. Integrated Experiential Learning Coordinators will review with the Experiential Learning Center staff the lab plan-for-the-day a minimum of one week prior to the lab exercise or performance evaluation. No changes will be made to the plan after this review. 4. Integrated Experiential Learning Coordinators, Semester Coordinators, faculty, and students are encouraged to evaluate the lab experience with the Experiential Learning Center Evaluation form in Appendix I, as well as communicate with Experiential Learning Center staff via email or a written document to include what went well and what could be refined. Experiential Learning Center (Nursing Lab) Classes Without Regularly Scheduled Lab Time Or Out-Of-Lab Projects 1. 2. Faculty or students needing lab supplies for out-of-lab projects or for scheduling the use of lab space outside of the published Course Schedule will submit the Experiential Learning Center Request form for Experiential Learning Center Rooms, Equipment, and Supplies to the Experiential Learning Center staff a minimum of two weeks prior to the date needed. The form can be located on the Experiential Learning Center webpage under “Equipment” and in the wall pocket outside the lab office door. This can be submitted via email or in person. Lab space, equipment, and supplies will be available on a first-come, first-serve basis. Faculty Manual U-1 2013-2014 Edition Appendix U 3. 4. The Experiential Learning Center Director will email a confirmation and any needed changes to the requestor. The requestor is responsible to return the equipment promptly and in good condition. Faculty Manual U-2 2013-2014 Edition Appendix U Request Form For Experiential Learning Center Rooms, Equipment, And Supplies * Please submit requests two weeks before the date(s) needed.* Date(s) Needed: Time Needed: Date Request Submitted: Name of Person Requesting Reservation: Organization or Department: Course Description: Purpose: Lab Requested : ifor assistance with Personnel Needs: List Equipment/Supplies Below To be taken off-campus? Items Quantity Official Use Only Core Stakeholder: Requested lab available: Secondary Stakeholder: External User: Main lab . . . . . . yes no Rm 107 . . . . . . . yes no Sim lab . . . . .. . . yes no Requested Personnel Available: yes no List names: Requested equipment/supplies available: yes no List changes from request, if any: Request approved: yes no Charge amount, if any: Requestor notified by: Date: Faculty Manual U-3 2013-2014 Edition Appendix U Faculty Orientation To The Experiential Learning Center Hours Calendar / Schedule Phone Keys Work Space Resource Material Dress Code Latex Allergy Food and Beverage Faculty Manual The Experiential Learning Center office is generally open 8 am – 4 pm, Monday through Friday. Lab staff are scheduled to meet the needs of the classes in labs, often from 6:30 am – 9:30 pm. To schedule use of the Low-Mid-Fidelity Labs (Rooms 101, 107, and 111), contact Joyce Betita, Experiential Learning Center Director. To schedule activities for the High-Fidelity Simulation Lab, contact the Simulations Operations Manager. Joyce Betita, RN, MSN/Ed, 503-413-8415; Celia Grachico RN, BSN, 503-413-7878; Kristine Rethlake, RN, BSN, 503413-7877; Tamyca Lucas, CNA-2, 503-413-7876. Joyce Betita, Kristine Rethlake, and Kandys Greenlund, have keys to the labs. If none of the above are available, call Louise Gillette 503413-7163 or Legacy Security. The long counter in room 101 (Main Lab) is available for faculty. There is a phone on the counter for your use. Textbooks and resource literature can be found in the bookcase in the main Experiential Learning Center lab. Textbooks related to each course with a significant lab component are located on the shelves next to the door in the main lab office area. The Experiential Learning Center labs are considered a formal clinical site. Model the dress code for students. Wear a lab coat, business casual dress and shoes, and nametag. Some manikins and other items may contain latex. Only water in a screw-capped container is allowed in the Experiential Learning Center labs. Food is never allowed in the labs except during scheduled faculty meetings during the lunch hour, and must be thoroughly cleaned up before students have access to the lab. Faculty are expected to monitor and enforce food and drink limits. Students may have water containers as described above and only in the bleacher area. If you would like to bring a lunch, there is a small refrigerator in the director’s office area. U-4 2013-2014 Edition Appendix U Audio/Visual Supplies & Equipment Borrowing Disposal of Waste and Recycling Care and Handling of Manikins Operating Mid-Fidelity Manikins Photocopy Faculty Manual There is a touch pad on the counter to control the projector. Remember to select the appropriate source (computer, DVD/VCR or Document Camera). Volume control is also located on this panel. Experiential Learning Center lab staff will have equipment and supplies for specific labs ready for your use. If you find you need something, Experiential Learning Center lab staff will assist you. PLEASE DO NOT MOVE MANIKINS. Please do not move to different pods or change set-ups without consulting with Experiential Learning Center lab staff first. To borrow equipment or supplies, please complete an Experiential Learning Center Request form, available on the Experiential Learning Center Website or in the wall pocket by the Experiential Learning Center office door, and submit to Experiential Learning Center staff two weeks before needed. Be sure to get a confirmation that the items are available. When picking up the requested item, you will also need to complete a check-out form verifying receipt of the items. Please return items on time so others can use them. In an effort to save money and the environment, we ask the following: Only sharps are to be discarded into the sharps containers. Do not discard any IV equipment. If in doubt, place it by the large sink along the west wall of the main Experiential Learning Center lab. Please do not move the manikins because without proper handling, they will sustain considerable damage. Ask Experiential Learning Center staff for assistance. Treat the manikins as a client to model optimum care and respect for clients and equipment. The Experiential Learning Center staff will instruct you on the operation and adjustment of the mid-fidelity (Vital-Sim) manikin controls. There is a copy machine in the Experiential Learning Center office for staff and faculty use. It is temperamental and jams often, especially from the feeder. It works best when only one page is copied at a time from the glass panel. Please plan ahead and use the large copier in Peterson Hall. U-5 2013-2014 Edition Appendix U Computer/Printer Cell Phones/Pagers Work-Study Students Lost and Found Maintaining and Improving the Lab Experience Office computers are set up as work stations for Experiential Learning Center staff; however, if a computer is not being used by staff, you are welcome to use it. All Experiential Learning Center lab computers have access to the Internet and print to the laser printer in the Experiential Learning Center lab office. Turn cell phones and pagers off or set them on vibrate during Experiential Learning Center lab. Work-study students are regularly scheduled to assist in the Experiential Learning Center lab. They are also used as mentors during open lab time, if available. Currently the “lost and found” is on the counter next to the main Experiential Learning Center lab phone near the door. Papers left in the lab or Experiential Learning Center lab office by faculty will be placed in a file folder in the lost and found area. The Experiential Learning Center lab staff is responsible for stocking, set-up, staging, take-down, cleaning, and maintaining of the lab and equipment. Faculty responsibilities include setting the example and directing students as follows: Put disposable trash in the receptacle, make the beds neatly, and place any furniture/equipment back where it was originally found. Ensure “client dignity,” by appropriately covering the manikin; and ensure “client safety,” by putting the side rails up and the bed down. Leave the lab as clean and tidy or better than you found it, ready for the next class. If you find that certain supplies are running low or equipment is not in top operating condition, please bring it to the attention of the Experiential Learning Center lab staff. Please let us know your suggestions for improvements. Faculty Manual U-6 2013-2014 Edition Appendix V Linfield-Good Samaritan School Of Nursing Health Passport Process For Students, Faculty Members, Clinical Associates, And Nurse Educator Associates (Clinical Adjunct Faculty) Last Revised: 07/17/13 All full-time faculty and Clinical Associates are to complete the health passport by August 29. All Nurse Educator Associates (Clinical Adjunct Faculty) and students are to complete the health passport prior to the start of each semester. Faculty and Students Assigned to Local or Student Max-Affiliated Clinical Agency 1. Students will submit documentation for the health passport to the Immunization Tracker account. Faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct Faculty) will submit documentation for the health passport to either the Immunization Tracker account or the Clinical Facilities and Project Coordinator. 2. Integrated Experiential Learning Coordinators will direct clinical faculty and students to access information on clinical site-specific requirements through TaskStream or the StudentMax Connections website. 3. Students will submit clinical site-specific requirement documents per their clinical faculty or Integrated Experiential Learning Coordinator instructions. 4. Clinical faculty will review the expiration date of student health passports, assuring the health passports will be valid the entire semester, and sign the appropriate space on the health passports indicating the expiration date has not passed and the clinical site requirements were completed by the students. Clinical Teaching Associates (preceptors) will sign RN-BSN students’ health passports indicating health passport and clinical site requirements are met, and RN-BSN students will email the signed health passports to the Clinical Facilities and Project Coordinator. 5. The Clinical Facilities and Project Coordinator will review the expiration date of the clinical faculty’s health passport, assuring the health passport will be valid the entire semester. Integrated Experiential Learning Coordinators sign the appropriate space on the health passport for the class after the clinical site requirements, as specified by the agency, have been completed for that class. 6. Health Passport documentation is accessed by the Clinical Facilities and Project Coordinator. 7. Clinical faculty will not allow students to start clinical hours prior to completing health passport and clinical site requirements. If a student’s health passport is incomplete, he/she may fail the course because clinical cannot be completed. 8. Clinical faculty will follow-up with clinical expectations as outlined in the syllabus, etc. Faculty Manual V-1 2013-2014 Edition Appendix V 9. Integrated Experiential Learning Coordinators will not allow clinical faculty to start clinical hours prior to completing the health passport and clinical site requirements. Faculty and Students Assigned to Distant or Non-StudentMax-Affiliated Clinical Agency 1. Clinical Facilities Administrator will request a list of clinical site-specific requirements from the distant and non-StudentMax-affiliated clinical agencies. 2. Distant and non-StudentMax-affiliated clinical agencies will inform the Clinical Facilities Administrator of clinical site-specific requirements. 3. Clinical Facilities Administrator will notify the Integrated Experiential Learning Coordinators of the clinical site-specific requirements. 4. Integrated Experiential Learning Coordinators will notify clinical faculty and students of the clinical site-specific requirements. 5. Generic BSN students will complete clinical site-specific requirements; and show evidence to clinical faculty of completion of requirements, such as signed paperwork, etc. RN-BSN students will show evidence to Clinical Teaching Associates (preceptors) of completion of clinical site-specific requirements. 6. Students will submit documentation for the health passport to the Immunization Tracker account. Faculty, Clinical Associates, and Nurse Educator Associates (Clinical Adjunct Faculty) will submit documentation for the health passport to either the Immunization Tracker account or the Administrative Coordinator. 7. Clinical faculty will review the expiration date of student health passports, assuring the health passports will be valid the entire semester, and sign the appropriate space on the health passports indicating the expiration date has not passed and the clinical site requirements were completed by the students. Clinical Teaching Associates (preceptors) will sign RN-BSN students’ health passports indicating health passport and clinical site requirements are met, and RN-BSN students will email the signed health passports to the Clinical Facilities and Project Coordinator. 8. The Clinical Facilities and Project Coordinator will review the expiration date of the clinical faculty’s health passport, assuring the health passport will be valid the entire semester. Integrated Experiential Learning Coordinators sign the appropriate space on the health passport for the class after the clinical site requirements, as specified by the agency, have been completed for that class. 9. The Clinical Facilities and Project Coordinator accesses Health Passport documentation. 10. Clinical faculty will not allow students to start clinical hours prior to completing the health passport and clinical site requirements. If a student’s health passport is incomplete, he/she may fail the course because clinical cannot be completed. Faculty Manual V-2 2013-2014 Edition Appendix V 11. Clinical faculty will follow-up with clinical expectations as outlined in the syllabus, etc. 12. Integrated Experiential Learning Coordinators will not allow clinical faculty to start clinical hours prior to completing the health passport and clinical site requirements. Faculty Manual V-3 2013-2014 Edition Appendix V Faculty Members, Clinical Associates, And Nurse Educator Associates (Clinical Adjunct Faculty) Health Passport Requirements Fall 2013 Deadline Date: 08/29/13 Spring 2014 Deadline Date: 02/10/14 Health Passport Requirements must be supported with official documentation, including dates/signature, and are a condition of hire. 1. Criminal Background Check through CertifiedBackground.com a. Package Code: IN96 b. Pin: Last 4 Digits of your SSN or Linfield Employee ID c. Submit all documents/requirements listed to Alex Asbury (contact information below) 2. Proof of Nursing License a. Current unencumbered RN license in the state where clinical experience will occur b. Upload report from NURSYS OR similar proof of RN license 3. Proof of Health Insurance (Adjuncts Only) a. Copy of Health Insurance Card 4. Measles (Rubeola), Mumps, and Rubella (MMR): Complete either “a” OR “b” below: a. 2 MMR Immunizations, at least one month apart. i. Date of First; ii. Date of Second OR b. Positive titer (blood test) for each: Date of positive titer for Measles/Mumps/Rubella 5. Varicella (Chicken Pox): Complete either “a” OR “b” below: a. 2 Varicella Immunizations at least one month apart. i. Date of First; ii. Date of Second OR b. Positive titer (blood test): i) Date of positive titer 6. Hepatitis B: Complete either “a” OR “b” below: a. Positive titer (blood test) after receiving 3 immunizations: i. Date of First Immunization; ii. Date of Second, 1 month after first shot; iii. Date of Third, 5 months after second shot; iv. Date of Positive Titer, 4-6 weeks after third shot OR b. Sign Hepatitis B Waiver: signing a waiver may limit clinical site options Faculty Manual V-4 2013-2014 Edition Appendix V 7. Tetanus, Diptheria, and Pertussis (TDAP): within past 9 years (booster required every 10 years) a. Date of last TDAP 8. Tuberculosis (TB) Screening, must be valid entire semester: Complete either “a” OR “b” OR “c” a. 2-Step TB Test: second TB skin test must be no earlier than 1 week after the first test was planted and no later than 3 weeks after the first test was planted. (If you have documentation of a 2-Step Test within the past year, you will only need an annual 1-Step TB Test). i. Date of First; ii. Date of Second OR b. Quantiferon Gold (QG) Test (blood test): i. Date of QG Test OR c. Chest X-Ray: within past 6 months of hire date and an Annual TB Review of Symptoms Form i. Date of Chest X-Ray; ii. Date of Review of Symptoms Form 9. CPR: must be valid entire semester: a. Full-Time Faculty: BLS for Healthcare Providers Card: Basic Life Support (BLS) for Healthcare Providers through the American Heart Association b. Adjunct Faculty: Health Professional CPR through the American Red Cross OR “a” 10. Annual Influenza Vaccination a. Complete the Annual Influenza Vaccination: sign the Attestation/Declination Form OR provide official documentation 11. Annual StudentMax Orientation Quiz Complete the StudentMax Orientation Quiz with Instructions below Instructions (General) & Navigation Instructions (Detailed) i. ii. iii. iv. v. vi. vii. viii. ix. Faculty Manual Access StudentMax Orientation Select “Go To Orientation” Faculty: Select “Nurses: RN & Graduate Nursing Students” User Name: orient2012, Password: clinicalsmc Step 1: Review Orientation Modules Omit Steps 2 + 3 Select “Take The Quiz” Request A New Account Select “Quiz Catalog” V-5 2013-2014 Edition Appendix V x. xi. xii. Enroll into “1-FERPA Release” and “3-General Orientation Quiz for Nurses” Print and Save Certificate as a PDF Send Certificate to Alex Asbury Contact Alex Asbury, Clinical Facilities and Project Coordinator, for questions. Submit Documents: Scan/Email: [email protected] (Preferred) Fax: 503-413-7280 Mail: 2255 NW Northrup, Portland, OR 97210 Faculty Manual V-6 2013-2014 Edition Appendix V Linfield-Good Samaritan School Of Nursing Tuberculosis Screening: Review Of Symptoms This document is used as a TB screening tool for those faculty who have had a previous positive skin test. Completion of the form is required annually. Last: 1. Date 1. Risk Factors: Do you have any of the following risk factors? ] YES [ ] NO Diabetes Mellitus (poorly controlled) Excessive alcohol intake HIV + Immunosuppressive therapy Silicosis Gastrectomy Low body weight Infected with M. tuberculosis within the past 2 years Close contact to case of active pulmonary TB within the past 2 years 2. Were 3. Have you born in the United States? (Persons born in Puerto Rico, Guam, or the Virgin Islands, check “No.” [ ] YES [ ] NO; If NO, country of birth: Year you entered the United States: [ you ever received the BCG (Bacille calmette-guerin Vaccine)? ] YES; If YES, year you received the BCG vaccine: ] NO ] ] ] ] New positive skin Previous positive Previous positive Previous positive test skin skin skin [ ] NO reactor test reactor, history of treatment test reactor without history of treatment test reactor currently taking therapy Have [ 6. [ Status: [ [ [ [ 5. DOB: of last Tuberculin Skin Test:__ __/__ __/__ __ Facility tested at: Result: [ ] Negative ______mm induration [ ] Positive ______mm induration [ * * * * * * * * * 4. MI: First: you ever been diagnosed with active Tuberculosis (TB) disease? ] YES; If YES, year you were diagnosed: History of Treatment: health file A chest x-ray report is required to be included in the Chest x-ray date: __________ Results: [ ] Normal [ ] Abnormal History of preventive therapy for TB infection: [ ] YES [ ] NO Where treated: _____________________________ Medication: _____________________________ Length of treatment: _____________________________ History of treatment for active TB disease: [ ] YES [ ] NO Where treated: _____________________________ Medication: _____________________________ Length of treatment: _____________________________ 7. TB Symptom Review: Productive cough of three or more weeks? Night sweats? Unexplained fatigue? Fever (often occurs in the afternoon)? [ [ [ [ ] ] ] ] YES YES YES YES [ [ [ [ ] ] ] ] NO NO NO NO Signature: _________________________________________ Date: Faculty Manual V-7 2013-2014 Edition Appendix V Linfield-Good Samaritan School Of Nursing Hepatitis Immunization And Waiver Form For Faculty Hepatitis B Immunization Part A - Consent I understand that due to my reasonably anticipated occupational exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B (HBV) infection. I understand that a series of three injections of Hepatitis B vaccine are needed for protection to occur, additional doses may be needed if the first series does not result in immunity. I understand that I will need a post-exposure evaluation if I have an exposure incident, even if I have received the Hepatitis B vaccination series. (For women only: I understand that if I am pregnant, I am advised to consult with my private practitioner regarding the administration of Hepatitis B vaccine.) Signature: Date: Documentation of three doses (Month & Year) No. 1 No. 2 No. 3 Post vaccination titer Part B - Refusal I understand that due to my exposure to blood or other potentially infectious materials, I may be at risk of acquiring Hepatitis B virus (HBV) infection. If in the future I continue to have exposure to blood or other potentially infectious materials and I want to be vaccinated with Hepatitis B vaccine, I can receive the vaccine series at no cost. Signature: Date: Part C - Consent After Initial Waiver Or Refusal I have now decided to receive the Hepatitis B vaccination series (three doses) due to my exposure risk to blood and other potentially infectious materials. I have completed Part A of this form as a condition of understanding. Signature: Faculty Manual Date: V-8 2013-2014 Edition Appendix V Linfield-Good Samaritan School Of Nursing Criminal Background Check Review Last Revised: 03/27/12 Student / Faculty Name: Date Criminal Background Check Completed: Date Information Submitted To Dean of Nursing: Date Dean Of Nursing Met with Student / Faculty: Outcome _____ Criminal conviction does not: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica (or in the case of faculty, preclude the ability to supervise students in clinical practica), or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. Therefore, no further action is needed and the student/faculty may participate in all aspects of Linfield–Good Samaritan School of Nursing activities. _____ Dean of Nursing consulted with the Oregon State Board of Nursing, because there was reason to believe that criminal conviction might: (1) pose a risk to public safety, (2) preclude the ability to complete required clinical practica (or in the case of faculty, preclude the ability to supervise students in clinical practica), or (3) result in Notice to Deny Licensure on application for initial licensure in Oregon. Name of Oregon State Board of Nursing Consultant Date of Consultation Recommendation of Oregon State Board of Nursing Consultant: Faculty Manual V-9 2013-2014 Edition Appendix V Summary of Action Taken by Dean of Nursing: Signature of Dean of Nursing Date File with Health Passport documents Faculty Manual V-10 2013-2014 Edition Appendix V Position Statement On AIDS/HIV, HBV, And HCV Infection And Nursing Students Revised: 01/24/12 Linfield-Good Samaritan School of Nursing supports comprehensive education regarding AIDS/HIV and Hepatitis B and C infection for all nursing students. The nursing curriculum will include AIDS/HIV and Hepatitis B and C infection content on patient treatment, transmission, and mechanisms for protection while delivering care to persons with AIDS/HIV infection and Hepatitis B (HBV) and Hepatitis C (HCV) infection. This will include instruction in universal precautions, infection control policies and programs, availability of hepatitis B vaccine, postexposure policies, occupational health and safety issues and engineering controls/equipment. This information will be provided to students at the onset of their academic careers, as well as, throughout the course of their studies. The School of Nursing recommends: • • • HBV vaccine as a component of each nursing student's pre-clinical evaluation; Post-exposure follow-up for students who sustain exposure to AIDS/HIV, HBV or HCV infection in the clinical setting; and A mechanism for students to access health care services. Nursing students will be assured clinical setting protection consistent with those of employees covered under the Occupational Health and Safety Act. The School of Nursing requires the strict use of universal precautions and availability of proven safety measures for students in the health care workplace consistent with the practice and standards for the nurses who are employed by the facility. The continued evaluation, monitoring, and modification of the student's work practices by qualified nursing supervision will be provided to ensure optimum safety in the workplace. Personal protective equipment will be readily available to the student nurse as mandated by the Occupational Exposure to Blood borne Pathogens Standard 1991. The policy of Linfield-Good Samaritan School of Nursing concerning AIDS/HIV, HBV, and HCV infection and nursing students is as follows: • • • • • • • The nursing curriculum will include current AIDS/HIV, HBV, and HCV content at the onset of the academic program and as applicable throughout the program of study. The established mechanism to prevent hepatitis B infection, hepatitis B vaccine, will be a recommended component of each nursing student's pre-clinical evaluation. Nursing students, who sustain exposure to blood and certain body fluids in the clinical practice setting, will be encouraged to seek post-exposure follow-up. Nursing students will be assured workplace/clinical setting protection (excluding any payment for AIDS/HIV, HBV, and HCV health care) consistent with those of employees according to the OSHA standards. Nursing students or applicants to the nursing program will not be deprived of access to the School of Nursing, nor dismissed from the program based solely on HIV status. All AIDS/HIV, HBV, and HCV related information will be kept confidential to safeguard nursing students' rights to privacy. Since nursing students are not involved in invasive procedures, no restrictions on practice will be imposed for students found HBV positive. Faculty Manual V-11 2013-2014 Edition Appendix V Note: This position statement is a modification of the 1992 American Nurses Association position statement on HIV/HBV infection and nursing students. Faculty Manual V-12 2013-2014 Edition Appendix V Occupational Safety And Health Division (OR-OSHA) Blood Borne Pathogens Exposure Control Plan Background The Occupational Safety and Health Division at the federal level adopted the Blood Borne Pathogens Standard on December 6, 1991. The Oregon OSHA adopted this federal standard, effective July 1, 1992. This standard is part of OAR 437, Division 2/Z, "Toxic and Hazardous Substances". On November 6, 2000 the Needle Stick Safety and Prevention Act was signed that required OSHA to revise the Blood borne Pathogen Standard. This standard recognizes the fact that injuries from contaminated needles and other sharps are associated with an increased risk of disease from more than twenty infectious agents, and by implementing needleless systems and sharps with engineered sharps injury protection, these injuries can be prevented and perhaps eliminated. Occupational Safety and Health Administration. Federal Register, Occupational Exposure to Blood borne Pathogens; Needle Stick and Other Sharps Injuries; Final Rule.66:55317-5325. (01/18/01). This amended Blood borne Pathogens Standard requires the consideration and use, whenever possible, of safety-engineered sharp devices and needleless systems. The standard provides requirements for employers to follow in order to ensure employee safety with regard to occupational exposure to blood and/or other infectious materials since any exposure could result in transmission of blood borne pathogens that could lead to disease or death. Blood borne pathogens are disease-causing microorganisms. Two significant pathogens are Hepatitis B (HBV) and Human Immunodeficiency Virus (HIV). The standard covers all employees who could be reasonably expected to come into contact with human blood and other potentially infectious materials in the course of their work. The following Exposure Control Plan applies to Linfield College employees and is recommended for all nursing students. Exposure Determination The following faculty/students are considered to be at risk for potential exposure to blood and other potentially infectious body fluids. • Faculty: Faculty in nursing courses that involve clinical experiences. • Students: Students enrolled in nursing courses that involve clinical practicum or experiences. The tasks and procedures or groups of related tasks and procedures performed by faculty/students in which occupational exposure occurs: Nursing Faculty In the Experiential Learning Center where there may be the potential for exposure to blood. In clinical experiences when supervising students in the provision of direct care to clients, in the performance of direct care to clients, and in the performance of invasive procedures such as injections and intravenous lines. Faculty Manual V-13 2013-2014 Edition Appendix V Nursing Students In the Experiential Learning Center, where there may be potential for exposure to blood. In the clinical facility, in providing direct care to clients in acute care, long-term care, community health, community mental health and home care settings. Performing procedures such as administering parenteral medications, initiating an intravenous line, changing dressings, inserting nasogastric tubes or catheters, irrigating wounds, assuring airway patency and performing Cardio-Pulmonary Resuscitation. Methods Of Compliance General: Universal precautions are taught to students and observed by faculty in the nursing program. Universal precautions are a part of professional practice by nursing faculty. Engineering And Work Practice Controls: Engineering Controls are structural or mechanical devices Linfield College provides, such as, and washing facilities, sharps containers, and biohazard labels. Work Practice Controls are the behaviors necessary to use engineering controls effectively, such as, washing hands after removing personal protective equipment, using sharps containers and applying biohazard labels. Hand Washing Facilities: o Hand washing facilities are readily available and accessible to faculty and students throughout campus facilities. Any contact of skin or mucous membrane with blood or potentially infectious body fluid by students or faculty will be thoroughly cleansed with soap and water or water only as appropriate. o The Experiential Learning Center has a sink with a soap dispenser available for use by students and faculty. o Students in clinical experiences in acute, long term care, community health, community-mental health, and home health have ready access to hand washing facilities. Faculty Manual V-14 2013-2014 Edition Appendix V Sharps: o Students and faculty do not recap needles under any circumstances in either the classroom or clinical settings. All contaminated sharps are disposed of in containers, which are puncture resistant, labeled, leak proof, and appropriately sealed prior to disposal. Legacy Good Samaritan Hospital and Medical Center handles disposal of sealed containers using approved handling and disposal methods for medical waste. Eating, Smoking, Applying Cosmetics or Lip Balm, and Handling Contact Lenses: o Are prohibited in the Experiential Learning Center. Drinking is permitted only when activities/skills involve no risk of exposure to blood. o Are restricted in the clinical facilities to areas in which there is no risk of exposure to contaminated blood or body fluids. o Procedures involving blood or other potentially infectious materials are taught and performed to minimize splashing, spraying, splattering, and droplet generation. o Appropriate cleaning procedures are observed for any spills or contamination. Provision of Protective Equipment/Supplies o Located in the Experiential Learning Center are disposable, single use gloves that are worn by students and faculty when the risk of blood contact is present. Disposable gowns and masks are also available to students and faculty for use in the lab, but no procedures are performed there which would necessitate their use. o Clinical facilities provide protective equipment/supplies for use by employees, students, and faculty. o Faculty and students wear disposable, single use gloves when there is reasonable expectation of contact with blood or other potentially infectious body fluids. This includes, but is not limited to, brushing teeth, contact with wounds or dressings, intravenous injections or initiation of IV therapy. Protective devices for face and eyes are available to students and faculty in clinical facilities. No exposure risk requiring these precautions exists on campus. o Faculty Manual V-15 2013-2014 Edition Appendix V In the event of exposure to blood and body fluids, immediate follow-up with a medical provider is recommended. Faculty Manual V-16 2013-2014 Edition Appendix W Accident Reporting Procedure For Linfield College, Portland Campus Last Updated: 05/17/12 The following procedure is to be followed for accidents resulting in injury to a Linfield student, Linfield employee, or visitor who is engaged in any activity on campus. It also applies to students and employees who are injured while engaged in any college sponsored activity off campus such as a clinical, field trip, or a January term travel course. After making an assessment of the injury, and calling 911 if necessary, the injury should be reported immediately to the supervisor or faculty member, no matter how minor. A Linfield College Incident Investigation and Analysis Report should be obtained from the Administrative Assistant for the Director of Portland Campus Operations (PH 304) and filled out. The completed form is then submitted to the Administrative Assistant for the Director of Portland Campus Operations (PH 304). This form is the one used by all of Linfield College. The Administrative Assistant for the Director of Portland Campus Operations will distribute the Accident report to the following individuals: Director of Human Resources for Linfield College who will share the information with the Director of Environmental Health and Safety for Linfield College and the Director of Linfield College Public Safety Director of Operations for Linfield College, Portland Campus Dean of Nursing The Administrative Assistant for the Director of the Portland Campus Operations will bring accident reports to meetings of the Portland Campus Safety Committee for review. The safety committee will review the portions of the accident report that pertain to the circumstances surrounding the accident. The safety committee should not see confidential information regarding the person or persons involved in the accident. The Portland Campus Safety Committee may make recommendations to the Director of Portland Campus Operations for changes to help reduce the risk of a similar accident happening again. The Director of Operations for the Portland Campus will oversee any changes that need to be made to reduce the risk of a similar accident happening again. The master copy of the accident reporting procedure will be maintained in the Linfield College Operations Handbook. Accident reporting procedures appearing in other manuals and handbooks should be obtained from that master copy. The above procedure is summarized in the graphic below. The procedure to report an accident that occurred at a clinical site where a patient is injured as a result of an action by a Linfield student or Linfield employee is documented in the Nursing Faculty Manual. The Portland Campus Safety Committee does not need to review these accidents. (Note: Human Resources needs to see a copy of these accident reports.) Faculty Manual W-1 2013-2014 Edition Appendix W Addendum The School of Nursing Quality Improvement Committee will review any accident occurring in a clinical site resulting in an injury to a nursing student or faculty member, as well as, an injury to a client as a result of an action by a nursing student or faculty member. The procedure to report an accident occurring in a clinical site is documented in the Linfield-Good Samaritan School of Nursing Faculty Manual and the Linfield-Good Samaritan School of Nursing Student Manual. The School of Nursing Quality Improvement Committee makes recommendations to the Faculty Assembly of the School of Nursing based on the review of clinical accidents. Faculty Manual W-2 2013-2014 Edition Appendix W Accident Reporting Procedure For Linfield students and employees (on and off campus) and visitors to campus Accident Notify • Student, employee, or visitor injured on campus • Student or employee injured off campus in a college sponsored activity • Assess injury • Call 911 if necessary • Report the injury immediately to supervisor or faculty member • Accident report form obtained from the Administrative Assistant for the Director of Portland Campus Operations Report File Distribute • Accident report filled out and returned to the Administrative Assistant for the Director of Portland Campus Operations • Administrative Assistant for the Director of Portland Campus Operations distributes the report to: • Director of Human Resources for Linfield College who will share the information with the Director of Environmental Health and Safety for Linfield College • Director of Operations for Linfield College, Portland Campus • Dean of Nursing • Administrative Assisistant for the Director of Portland Campus Operations will bring the accident report to the next meeting of the Portland Campus Safety Committee for review. • Recommendations may be made by the Portland Campus Safety Committee to help reduce the risk of a similar Recommend accident happening again. These recommendations are forwarded to the Director of Portland Campus Operation Action • Director of Operations for the Portland Campus oversees any changes that need to be made to help reduce the risk of a similar accident happening again. Faculty Manual W-3 2013-2014 Edition Appendix W Linfield College Incident Investigation & Analysis Report Faculty Manual W-4 2013-2014 Edition Appendix W Faculty Manual W-5 2013-2014 Edition Appendix W Linfield-Good Samaritan School of Nursing Clinical Incident Report Complete immediately for every clinical incident and send to the Dean of Nursing (PH 301) within 24 hours. Confidential Report Of Clinical Incident (Not a part of agency record) Date of Report: Student Name: Student Address: Faculty Name: Home Phone: Course Number: Course Title: *Agency: ___________________________ *Address: Site Where Clinical Incident Occurred: Who Is Familiar With Clinical Incident: Date and Time of Clinical Incident: *Client’s Chart No. _______________________ *Date of Admission: *Person(s) Notified of Clinical Incident: *Date: Physician: Nurse: Other: *Time: Describe Clinical Incident (Include exact location, nature of injuries, and emergency treatment instituted by whom. Please add extra sheet of paper if more space is needed.) Student Signature: Date: Action Taken by Faculty: Faculty Signature: Date: *If applicable Copies To: Director of Portland Campus Operations, Dean of Nursing, clinical instructor, and student. Faculty Manual W-6 2013-2014 Edition Appendix W Linfield-Good Samaritan School Of Nursing Blood Borne Pathogens Exposure Incident Reporting Form Complete immediately and send to the Dean of Nursing (PH 301) within 24 hours. Student: Date: Course Number And Title: Source Individual: Note: DO NOT identify source by name if a health care client. Identify only by health care institution, medical record number, date, and time of incident. Date, Route, and Circumstances of Exposure: Recommendation Made To Student: Copies To: Director of Portland Campus Operations, Dean of Nursing, clinical instructor, and student Faculty Manual W-7 2013-2014 Edition Appendix W Worker’s Compensation Claim: Report Of Job Injury or Illness Worker’s Compensation Carrier Oregon Educational Employers Worker’s Compensation Trust Policy Number Self-Insurer Claims Processor Contact Information Empire Pacific 5300 SW Meadows, Suite 220 Lake Oswego, OR 97035 T: 503-968-6300 F: 503-968-6305 W: www.empirepac.com Injured Worker’s Responsibilities 1. 2. 3. 4. 5. 6. 7. Immediately report your injury to your supervisor, no matter how minor. Complete an Incident Investigation & Analysis Report; signatures are required by the person completing the report and the injured party. If this is an Emergency please go to the Emergency Room. The following locations provide first aid treatment: McMinnville Immediate Health Care Willamette Valley Medical Center 207 NE 19th Street Occupational Health McMinnville, OR 97128 2700 Three Mile Lane T: 503-435-1077 McMinnville, OR 97128 Mon–Fri 9:00 am-7:00 pm T: 503-472-6131 (prefer you call first) Sat-Sun 9:00 am-4:00 pm Mon-Fri 8:00 am-5:00 pm Bring photo I.D. Closed 11:30 am-1:00 pm for lunch Take this packet to the doctor. Please be sure your doctor’s office bills Empire Pacific for all your work-related injury treatment. To make a claim for a work-related injury or illness, you must fill out the Report of Job Injury or Illness; the worker portion of the 801. This form should be turned in within 5 business days of the incident. Please have the doctor complete the Work Tolerance Report and return it to your supervisor. All follow-up documentation must be sent to the Office of Human Resources. Please fax to confidential fax: 503-883-2644. Faculty Manual W-8 2013-2014 Edition Oregon Employers Trust (OET) C/O Empire Pacfic Risk Management Inc 5300 Meadows Rd, Suite 200, Lake Oswego, OR 97035 Ph (503) 968-6300 Fx (503) 968-6305 Appendix W Report of Job Injury or Illness Workers’ compensation claim Worker To make a claim for a work-related injury or illness, fill out the worker portion of this form and give it to your employer. If you do not intend to file a workers’ compensation claim with the insurance company, do not sign the signature line. Your employer will give you a copy. Date of injury or illness: Date you left work: Time of injury or illness: a.m. p.m. Time you began work on day of injury: Time you left work: a.m. p.m. What is your illness or injury? What part of the body? Which side? (Example: a.m. p.m. Check here if you have more than one job: sprained right foot) Left Regularly scheduled days off: DEPT USE: Emp M T WT F S S Ins Occ Right Nat What caused it? What were you doing? Include vehicle, machinery, or tool used. (Example : Fell 10 feet when climbing an extension ladder carrying a 40-pound box of roofing materials) Part Ev Src 2src Information ABOVE this line; date of death, if death occurred; and Oregon OSHA case log number must be released to an authorized worker representative upon request. Your legal name: Language preference: Birthdate: Your mailing address: Gender: M F Home phone: Social Security no. (see Form 3283): Occupation: Names of witnesses: Name and phone number of health insurance company: Were you hospitalized overnight? Name and address of health care provider who treated you for the injury or illness you are now reporting: Yes Were you treated in the emergency room? Yes Work phone: No No By my signature, I am making a claim for workers’ compensation benefits. The above information is true to the best of my knowledge and belief. I authorize health care providers and other custodians of claim records to release relevant medical records to the workers’ compensation insurer, self-insured employer, claim administrator, and the Oregon Department of Consumer and Business Services. Notice: Relevant medical records include records of prior treatment for the same conditions or of injuries to the same area of the body. A HIPAA authorization is not required (45 CFR 164.512(I)). Release of HIV/AIDS records, certain drug and alcohol treatment records, and other records protected by state and federal law requires separate authorization. Worker signature: Completed by (please print): Date: Employer Complete the rest of this form and give a copy of the form to the worker. Notify your workers’ compensation insurance company within five days of knowledge of the claim. Even if the worker does not wish to file a claim, maintain a copy of this form. Employer legal business name: Phone: FEIN: Client FEIN: If worker leasing company, list client business name: Address of principal place of business (not P.O. Insurance policy no.: Box): Street address from which worker is/was supervised: Nature of business in which worker is/was supervised: ZIP: Address where event occurred: Was injury caused by failure of a machine or product, or by a person other than the injured worker? Were other workers injured? Date employer knew of claim: Employer signature: 440-801 (01/10/DCBS/WCD/WEB) Yes No Yes No OSHA 300 log case no: Worker’s Date worker If fatal, date weekly wage: $ hired: of death: Name and title (please print): Date: OSHA Requirements: On-the-job fatalities and catastrophes must be reported to Oregon OSHA within eight hours. Report any accident that results in overnight hospitalization within 24 hours to Oregon OSHA. Call 800-922-2689, 503801 378-3272, or Oregon Emergency Response, 800-452-0311, on nights and weekends. Faculty Manual Date worker returned to work: W-9 2013-2014 Edition Appendix W Work Tolerance Report Employee Name: Date: TO BE COMPLETED BY TREATING PHYSICIAN: Body Part/Type of Disability: Treatment: Diagnosis: Please indicate if restrictions are Physical Mental Both Employee is able to return to full duty (no restrictions) on: Employee is able to return to modified work on: ____________ # days/week: Anticipated duration of modified status ________________ Restrictions in effect until ____/____/____ # hours/day: Physical Restrictions: Lift/Carry/Push/Pull: Up to 10 pounds 11 - 25 pounds 26 - 50 pounds 51 - 75 pounds Sit Stand/Walk Drive Climb ladders/stairs Bend Kneel/Squat Reach – Shoulder level Reach – Overhead Use of hands Comments: Mental Restrictions: Concentration: Interacting with others: Stressful situations: Phone conversations: Solitary Desk work: Intellectual Research: Working from home: Complicated formulas Mathematical equations: Updating Curriculum: Dangerous situations: Anxiety situations: Decision making: Faculty Manual Not at All Rare 15 perce ntage _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _____ Not at All _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ ______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ ______ Rare 15 perce ntage _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ ______ W-10 Occas 633 percenta ge ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ __ Occ. 633 perc entage ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ Freq 3466 percen tage _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ ____ Freq 3466 percen tage _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ _________ ___ No Restrictions ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ __________ __________ ____ No Restrictions ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ ______________ __ 2013-2014 Edition Appendix W Comments: _______________________________________________________________________________ Date of next exam: _______/________/_______Physician: _____________________ Phone #: Address: Fax Physician’s Signature: Please return to the Office of Human Resources @ Linfield College or confidential fax 503-883-2644. Faculty Manual W-11 2013-2014 Edition Appendix X Linfield College-Portland Campus Expense Report Form NAME (PRINT) : __________________________________________________ SEMESTER _____________________________________ DATE(S): from _______________ to ____________________ DATE (MO/DY/YR) TRIP FROM TOTAL TO MILES =TOTAL AMT x.51/mile MILEAGE PARKING CHARGES REASON (ATTACH RECEIPTS) (COURSE NO. &/0R ACTIVITY) x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ x.51/mile $ $ (if additional space is needed, continue on a second form) TOTAL: $_________ $_________________ Signatures: Employee: _____________________________________________________ Date: ____________ TOTALS (FROM LEFT): TOTAL MILEAGE: $ _____________ TOTAL PARKING: $_____________ TOTAL AMOUNT REQUESTED: $_____________ Dean of Nursing: ______________________________________ Date: _______________ THIS FORM MUST BE SUBMITTED TO DEAN of NURSING or DIRECTOR AT THE END OF EACH MONTH CLAIMED DO NOT WRITE BELOW; to be filled in by Dean of Nursing or Director FUND NAME Faculty Manual ACCOUNT # AMOUNT FUNDED X-1 2013-2014 Edition Appendix X Linfield College-Portland Campus Travel Authorization Request DATE: _________________ NAME: DATE DEPARTURE/ ARRIVAL TIME DEPARTMENT: _______________________________________ ACADEMIC YEAR: ______________________________________ ITINERARY PRIVATE AUTO* MEAL CHARGES** MILES BREAKFAST AMOUNT LUNCH DINNER LODGING*** TOTAL *Auto mileage is paid at $.50/mile. **Meal charges as follows: In State Out-of State Bkfst $ 7.50 $ 8.00 Lunch $ 7.50 $ 8.00 Dinner $15.00 $16.00 TOTAL $30.00 $32.00 Other Expenses: Total (from above): Registration Fee (Attach Forms): ________________ $_____________ ( with or without lunch) (Pd by LC-PC? ____ yes _____ no) Plane Fare (Attach Receipts): _________ Total Other (from left): $ (charged to LC-PC VISA? yes no) ____________ Airport Limo: _______________________ Other ______________________________________________________________ (Describe: _____________________________________________________________ ______________________________________________________________) Name of Conference/Workshop: _______________________________________________________ TOTAL AMOUNT REQUESTED: $____________ Purpose of the Trip: __________________________________________________________________ Presenting a Paper? ___ yes ____ no BUSINESS OFFICE USE Representing School or Professional Group? ____ yes ____ no Amt. Advance: $_____________ Check # Specify:___________________________________________________ _____________ Benefit to Linfield: ___________________________________________ Reimbursement Claim _______ To be accompanied by: _____________________________________ Due Employee: $____________ Check Last time funded? _________________________________________ #______________ Due LC-PC: _______________ Receipt # _____________ Signatures: Account Number to Charge Amount Employee: Date: Dean of Nursing or Director of Portland Campus Operations: Faculty Manual Date: X-2 2013-2014 Edition Appendix Y Linfield-Good Samaritan School Of Nursing Faculty Notification Of Planned Absence To: Dean of Nursing From: Date: I will be out of town/unavailable from: to: Reason(s) for absence: My classes/clinicals will be covered by: Course Date(s) Responsible Faculty Member NURS NURS NURS NURS NURS NURS In the event of an emergency, I can be reached at: Address: Telephone: Integrated Experiential Learning Coordinator, ______________________, is aware of my absence. Comments/Pertinent information: Dean of Nursing Signature (or designee/representative) Faculty Manual Y-1 Date 2013-2014 Edition Appendix Z Portland Campus Faculty And Staff Orientation Checklist Initiated: 06/10; Revised: 09/13/13 Employee Name: Position: Reports to: Start Date: Date Completed Complete Read Activity Resource Obtain PDX campus photo ID form – have badge created at Legacy Obtain keys & parking permit Oregon State Board of Nursing faculty appointment form, if applicable Complete Health Passport requirements, if applicable Campus tour Operations, ext 37163/37189 Operations, ext 37163/37189 Jennifer Keltner, ext 38480 Alex Asbury, ext 37267 Read applicable handbook: Linfield College Handbook for Administrators http://www.linfield.edu/assets/files/policy/adminhndbook.pdf Linfield College Faculty Handbook: http://www.linfield.edu/assets/files/academic-affairs/faculty-handbookcurrent.pdf Linfield-Good Samaritan School of Nursing Faculty Manual: http://www.linfield.edu/portland/assets/files/nursing/NursingFacultyManua l.pdf Linfield Employee Association Agreement (non-exempt staff) http://www.linfield.edu/assets/files/policy/lea.pdf Read: Student Manual, http://www.linfield.edu/portland/assets/files/nursing/20132014_Student_Manual_FINAL_09.05.13_web.pdf Personnel Policies & Procedures: http://www.linfield.edu/assets/files/policy/common.pdf All are accessible on-line. Ask your supervisor to address any questions you may have. Review (with your supervisor or other designated staff) Hours of work, phone & email etiquette, attire, & other expectations applicable to all staff Mileage and expense reimbursement RN-BSN program (nursing faculty) Clinical site requirements & placements (nursing faculty) Linfield College mission & philosophy. Education in a liberal arts college Faculty Manual Z-1 Freddie Chew, ext 38102 Neal Rosenburg, ext 37176 Deb Henry, ext 37816 2013-2014 Edition Appendix Z Date Completed Observe Attend Activity Resource Applicable regulatory requirements (i.e.: faculty should become familiar with AACN and OSBN rules, regulations and guidelines.) The Essentials of Baccalaureate Education for Professional Nursing Practice: http://www.aacn.nche.edu/education/pdf/BaccEssentials08.pdf Faculty Toolkit for Implementing Baccalaureate Essentials http://www.aacn.nche.edu/education/pdf/BacEssToolkit.pdf OSBN Division 21 rules re: nursing education: http://www.oregon.gov/OSBN/pages/adminrules.aspx Office supply ordering Operating photo copy/fax/scan machines Voicemail operation Operating AV equipment Introduction to PDX Nursing Faculty Blackboard page IT Department services Scheduling classrooms and conference rooms Student curriculum and progression Services for Students Multi-Cultural Programs Learning resources for students FERPA regulations Library resources OHSA Material Safety Data Sheets for specific area It is ideal for all new employees, faculty or otherwise, to observe nursing students learning in a classroom, laboratory and/or clinical setting. Louise Gillette Ext 37163 Louise Gillette Ext 37163 Operations, ext 37163/37189 Leitha Heine, ext 36382 Jennifer Keltner, ext 38480 Leitha Heine, ext 36382 Operations, ext 37163/37189 Todd McCollum, ext 37830 Lisa Burch, ext 37561 Mike Reyes, ext 37273 Cheri White, ext 38219 Todd McCollum, ext 37830 Patrice O’Donovan, ext 37820 Louise Gillette, ext 37163 Observation can be arranged through the applicable Associate Dean of Nursing or faculty instructor Regularly scheduled meeting(s) dates and purpose UNIT SPECIFIC ORIENTATION TOPICS Employee Signature Date Supervisor Signature Date EMPLOYEE: Faculty Manual WHEN COMPLETE PLEASE SIGN AND RETURN FORM TO YOUR SUPERVISOR, WHO WILL ROUTE IT TO ADMISTRATIVE ASSISTANT FOR FILING. Z-2 2013-2014 Edition Appendix Z Portland Campus Faculty And Staff Orientation Effectiveness And Improvement Feedback Form Nursing August 25, 2011 Please rate the topics/experiences on a scale of what you agree with least to most 1. Today’s orientation (August 25, 2011) provided me with a good overview of programs and services on the Linfield - Portland Campus. Disagree Disagree somewhat Agree somewhat Agree Comments/Areas for Improvement: 2. I received information on resources (people, web-based, program-based, etc.) that will be useful to me in my teaching role. Disagree Disagree somewhat Agree somewhat Agree Comments/ Areas for Improvement: 3. There is other important information that would be helpful to receive during orientation. Disagree Disagree somewhat Agree somewhat Agree The additional information I would like to have at orientation relates to these topics/areas: 4. The format for the day flowed well. Disagree Disagree somewhat Agree somewhat Agree Comments/ Areas for Improvement: Faculty Manual Z-3 2013-2014 Edition Appendix Z 5. The physical environment was an acceptable learning environment. Disagree Disagree somewhat Agree somewhat Agree Agree somewhat Agree Comments/Areas for Improvement: 6. Overall, this orientation was time well spent. Disagree Disagree somewhat Comments/Areas for Improvement: >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Question 7 is for persons who also attended the College Faculty Orientation 7. The material presented at the Portland Orientation was a repetition of what was presented in McMinnville. Disagree Disagree somewhat Agree somewhat Agree Comments/Areas for Improvement: Faculty Manual Z-4 2013-2014 Edition Appendix A-1 Academic Advising BSN Generic Program Every student has a nursing faculty advisor who serves as a guide and mentor. Consultation with or approval by the faculty advisor is required for a variety of academic program decisions that students make. Students are assigned to faculty advisors by the Registrar in consultation with the Dean of Nursing. Students may request a change of advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Change of advisor forms are available online in the advising resources under “Forms.” RN-BSN Program Every student is assigned a nursing faculty advisor and a designated Division of Continuing Education academic advisor upon admission to the School of Nursing. The nursing faculty advisor serves as a guide and mentor, and the Division of Continuing Education advisor assists students with registration. Students may request a change of nursing faculty advisor because of shared academic interests with another faculty member, difficulty connecting with the assigned advisor, etc. Faculty Manual A-1-i 2013-2014 Edition Appendix A-1 Advisor/Advisee Relationship And Responsibilities The relationship between advisor and advisee is one of shared responsibility. Though students are ultimately responsible for their own choices during college, in order to make informed decisions faculty advisors and others in the Linfield community provide mentoring, advice, and information. A student’s faculty advisor is the student’s primary resource regarding academic issues, opportunities, and programs. The student’s responsibilities in the academic advising relationship are to: Take the initiative to contact and get know your faculty advisor, and help your faculty advisor get to know you. Be mindful of the need to work with your faculty advisor during posted office hours or make other arrangements in advance. Consult with your faculty advisor about changes in your academic progress, course selection, and academic, career, and life goals. Notify your faculty advisor immediately whenever a serious problem (medical, financial, personal) disrupts your ability to attend classes or interferes with your ability to focus on your education and to perform your best work. Prepare for meetings with your faculty advisor by gathering relevant decision-making information, creating a list of questions and drafting a course schedule (if the meeting is focused on course selection for the coming semester). Keep a personal record of your progress toward your degree. Organize official college documents (catalog, Linfield Curriculum Worksheet, etc.) and bring them with you to advising meetings. Be familiar with the Linfield Curriculum, GPA, and major(s) and minor(s) requirements. Schedule courses each semester in accordance with those requirements. Follow Linfield procedures when registering for courses and making adjustments in your class schedule. Observe academic deadlines. Know when to register and when to drop or add classes. Schedule an appointment with your advisor well in advance of these deadlines. Take the initiative to investigate options for changing advisors if you no longer have an interest in the advisor’s area and/or a positive relationship is not developing. Faculty Manual A-1-ii 2013-2014 Edition Appendix A-1 The faculty advisor’s responsibilities in the academic advising relationship are to: Be accessible to advisees through posted office hours, scheduled appointments, telephone calls, and emails. Assist advisees in developing long-range academic goals and plans and to address immediate problems or issues. Assist advisees in making choices that will lead to the development of a successful academic plan and educational experience. Provide advisees with up-to-date and accurate information about selecting courses and developing an academic plan that satisfies degree requirements. Clarify Linfield policies, requirements, programs, and procedures. Be a responsive listener and refer advisees to a support office or person when appropriate. Discuss with advisees their academic performance and the implications of their performance for their academic and career goals. Discuss career opportunities with advisees and make referrals to the Career Center when appropriate. Empower advisees to explore their interests and make their own decisions regarding academic, career, and life goals. Encourage advisees to change advisors if they no longer have an interest in the advisor’s area and/or a positive relationship is not developing. Understand and comply with the mandates of the Family Education Rights and Privacy Act of 1974 as amended (FERPA). Faculty Manual A-1-iii 2013-2014 Edition Appendix A-1 Recommendations For Academic Faculty Advisor 1. Establish/maintain regular contact with all advisees: o Email advisees o Schedule regular meetings with all advisees (once a semester, minimum) o Schedule more frequent meetings with advisees who are struggling academically or receive academic alerts 2. Establish positive relationships with all advisees: o Recognize advisees and be able to call them by name o Educate students about advisor and advisee roles and responsibilities o Maintain up-to-date advising notes o Show an interest in students' lives 3. Provide accurate and timely information about the college and its programs: o Know departmental and college requirements o Refer to Registrar for information on transfer equivalencies o Know guidelines for Financial Aid limitations or refer to Financial Aid office o Know department and college deadlines and communicate pertinent information to advisees o Know and be able to refer students to the appropriate resources and services o Note: Access these resources in front of your advisees, demonstrating to them how to locate pertinent information. Refer students as needed to the proper place, person, or resource on campus as needed. 4. Adopt a developmental approach to help advisees become independent learners and self-reliant problem solvers: o Foster development of advisees' decision-making skills o Coach students on appropriate ways to advocate for themselves 5. Enhance advisees' Linfield experience: o Encourage appreciation for diversity at Linfield o Promote study abroad opportunities o Promote involvement in experiential learning and professional organizations 6. Maintain a high degree of professionalism: o Maintain posted office hours o Keep advising appointments o Keep up to date on changing departmental and university requirements o Prepare for advising appointments and document advising sessions o Support college requirements and programs o Maintain a positive attitude regarding departments, colleagues, and programs o Conform to FERPA (Family Educational Rights and Privacy Act) by sharing a student's records only with those individuals with a legitimate need to know. A legitimate need to know is defined as needing information in order to fulfill one’s professional responsibility. Take care not to share confidential information verbally or otherwise. Faculty Manual A-1-iv 2013-2014 Edition Appendix B-1 Linfield-Good Samaritan School Of Nursing Summary Of Faculty And Program Grants Since 2008 Grant Title Funder New Careers in Nursing Scholarship Grant New Careers in Nursing Scholarship Grant Renovation to Convert Science Laboratory to Low-Mid Fidelity Simulation Laboratory New Careers in Nursing Scholarship Grant Electronic Health Records Project Robert Wood Johnson Foundation Robert Wood Johnson Foundation Ann and Bill Swindells Charitable Trust Electronic Health Records Initiative Ann and Bill Swindells Charitable Trust Nursing Scholarship for Students from Populations Underrepresented in Nursing Nursing Scholarship for Students from Populations Underrepresented in Nursing Immunization Project with Nursing Students New Careers in Nursing Scholarship Grant Rubric Evaluation William G. Gilmore Foundation Nursing Scholarship for Students from Populations Underrepresented in Nursing Nursing Scholarship for Students from Populations Underrepresented in Nursing Ann and Bill Swindells Charitable Trust Faculty Manual Robert Wood Johnson Foundation The Johnson Foundation Project Director & Nursing Department Staff Funded Date Bev Epeneter Michael Reyes Andrillon Bev Epeneter $60,000.00 05/31/14 $80,000.00 05/31/13 Joyce Betita Dave Hecox $25,000 02/21/13 $50,000.00 05/31/12 $4,500.00 01/09/12 Spring 2014 $25,000.00 08/31/11 Spring 2014 $100,000.00 06/30/11 $100,000.00 06/23/10 $1,435.00 06/22/10 $50,000.00 05/06/10 $6,250.00 01/22/10 $50,000.00 08/24/09 $100,000.00 06/19/09 Karen Maxwell, PD Joyce Betita Chris Kahle Karen Maxwell, PD Joyce Betita Chris Kahle William G. Gilmore Foundation Oregon Adult Immunization Coalition Robert Wood Johnson Foundation Oregon Center for Nursing Completion Date Amount Barbara Limandri, PD Linda Eddy, PD Barbara May Peggy Wros William G. Gilmore Foundation B-1-i 01/12/11 2013-2014 Edition Appendix B-1 Grant Title New Careers in Nursing Scholarship Grant Development of Research Based Cultural Competence Rubrics in Undergraduate and Graduate Nursing Students Increasing the Nursing Workforce in Oregon (building fund) New Careers in Nursing Scholarship Grant Increasing the Nursing Workforce in Oregon (building fund) Increasing the Nursing Workforce in Oregon (building fund) Increasing the Nursing Workforce in Oregon (building fund) Expanding a High Fidelity Simulation Program at LGSSON Nurse Preceptor Education and Support Program Funded Date $120,000.00 05/12/09 $19,940.00 02/02/09 Co-grantee: Washington State University David Groff, PD $300,000.00 08/08/08 Robert Wood Johnson Foundation Collins Foundation Peggy Wros, PD $120,000.00 08/01/08 David Groff, PD $200,000.00 06/30/08 William G. Gilmore Foundation David Groff, PD $100,000.00 06/30/08 Wessinger Foundation David Groff, PD $12,500.00 04/20/08 M. J. Murdock Charitable Trust Jana Taylor, PD Aaron DeClerck Peggy Wros Deb Henry, PD Karen Maxwell $148,000.00 03/00/08 06/00/10 $24,839.00 02/00/08 12/00/09 Robert Wood Johnson Foundation Oregon Center for Nursing and Oregon Community Foundation James F. and Marian L. Miller Foundation Foundation of the National Student Nurses Association Project Director & Nursing Department Staff Completion Date Amount Funder Barbara May, PD 02/28/10 07/31/09 Co-grantee: Legacy Health Systems Faculty Manual B-1-ii 2013-2014 Edition Appendix C-1 Process For Student Communication Of Academic Integrity Grievance 08/08/13 Faculty Manual C-1-i 2013-2014 Edition Appendix C-1 Process For Student Communication If Unsuccessful In Passing A Nursing Course 08/08/13 Faculty Manual C-1-ii 2013-2014 Edition Appendix C-1 Process For Generic BSN Student Communication Of Academic Grievance Revised: 08/08/13 Faculty Manual C-1-iii 2013-2014 Edition Appendix C-1 Process For RN-BSN Student Communication Of Academic Grievance Revised: 08/08/13 Faculty Manual C-1-iv 2013-2014 Edition
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